1

Best Practice 2012

Mary Carroll Jones and Marion Nevin

2

Contents

Best Practice Introduction Page 3

Best Practice in the Home Visit Setting Page 4

Best Practice in the Student Support Centre Page 6

Best Practice in the Hospital Setting Page 8

Best Practice Transitions Page 10

Best Practice Ideas and Suggestions Page 11

Best Practice Resources Page 13

Best Practice Research Page 16

Appendix Page 22

3

Best Practice Introduction

Best practice guidelines are not unique to education. They exist in all aspects of

life: business management, water conservation, medical regimes, and road

safety – the list could go on and on.

What is Best Practice in the Northern Health School setting? For the purpose of

this document we have taken ‘Best Practice’ to mean the delivery of quality

programmes within New Zealand curriculum guidelines to meet our students’

needs in their individual situations. This programme may be delivered in the

Home, a Student Support Centre, by the Hospital bedside or in the Hospital

classroom. It may mean enabling students to re-engage with their learning

when their interaction with the school network has been impaired because of

their illness. As a transition service one of our goals is to assist the

reintegration of students into their regular school if this is possible.

Thank you so much to all who have responded and contributed to Best Practice

ideas for Home visits, Student Support Centres, and the Hospital settings. This

‘guide’ is a work in progress that will need to be frequently assessed, added to,

monitored and updated. We hope it will be a practical and user-friendly guide

to Northern Health School Best Practice for new staff as well as a quick referral

guide for existing staff members.

4

Best Practice in the Home Visit Setting

Practical suggestions

Home visits are generally weekly and of about an hour’s duration. It is a

good idea to set a regular day and time to visit to avoid confusion.

During home visit (HV) discuss suitable schedule. Discuss expectations.

Set and record goals. (See appendix for exemplars.)

Give distance families NHS 0800 153 002.

Have a timetable sheet that you can fill out with the student, so that you

and she/he know expectations for next visit. (See appendix for

exemplars.)

Take / use E notebooks when available to make notes for contact logs.

Make subsequent appointments when possible – especially when

working around S/E timetables.

When first visiting, ask over the phone if there is anything ‘quirky ’ re

finding the house, i.e. the house has no number etc.

Send a text or phone call to confirm appointment either day before or

day of visit.

Google Directions before going on your first visit.

Put a map or direction notes in front of student folder in case a reliever

ever needs to visit.

Wear NHS ID first visit at least.

Make yourself aware of any cultural protocols which need to be

observed.

Make sure that TV or stereo is turned off before working. (This may be

difficult to enforce but if these are really loud you could ask for them to

be turned down a bit. You are a visitor in the home.)

5

Know the first names of the parents or guardians you are visiting. Also

note names of other siblings who are in house so you can call them by

name.

Always remove footwear unless family tell you not to. (Carrying little

sockettes in bag can save your feet from freezing).

Ensure you use a hand sanitizer when moving from home to home. Keep

anti-bacterial wipes etc in NHS cars.

Ideas when Working with the Student

Use the guide attached (see appendix) and go through it with new parents and

students on first visit. Laminate the card and photocopy on to coloured card.

Safety

If you feel unsafe consider what steps you need to take: you could ring

the 0800 number to let RH know where you are and how long you

intend to be. For future appointments consider an alternative venue,

such as the library, or a room in a nearby school.

Ensure there is/will be another adult /guardian present.

Have an ‘up your sleeve excuse’ to use if you are worried about the

home situation, e.g. a migraine starting.

Dogs: Always ask over phone re dogs and ask for them to be locked up.

Phone from road if necessary and ask family to come out to the front

gate. Turn car around in the drive way, so it is easy to leave the property

(quickly, if you have to).

If it feels ‘wrong’ do not enter the house or leave very quickly.

Always be aware of who else may be in the house and try to sit so you

are facing the door so you are aware of who may enter the room.

Be aware of gang patches or colours; if you wear a rival gang colour it

may create unnecessary tension.

If someone starts to smoke in front of you make an excuse (allergy) or

remind them they have agreed to provide a ‘smoke-free’ environment.

6

Best Practice in the Student Support

Centre

Introduce each new student to others, unless they cannot bear having

attention drawn to them. Use discretion and whatever works best for

you in your particular setting.

Display an ‘attendance record’ for students to fill in as they arrive. This

may keep them more committed towards attendance. It is expected

that students need to ring in if not coming in.

Keep a classroom register. This is important if you have a fire or other

emergency and also makes it easy to check back on how regularly a

student attends if asked by anyone or if family need to be paid transport

allowance. Keep emergency phone contact for each student in this

register so anyone can quickly ring family in case of an emergency.

Be clear about rules and behaviour, e.g. banning cell phones, iPods and

chewing gum. (Everyone may differ on these, but consistency is probably

the key.)

Establish a contract for good behaviour etc right from the start.

Label individual boxes to keep all TCS Booklets in, clearly labelled with

student’s name.

Ensure teachers are responsible for their own students’ programmes

especially in larger centres.

Allow some time for art, cooking and other activities during a session.

Have a timetable for each student that can be easily photocopied for

logs/ follow-up.

Give out a Newsletter of Welcome for new students outlining to the

family: pick up and drop off times, days the SSC operates, and names

and phone numbers of teachers for easy reference and contact.

Organise an (escape) internal phone call if ‘stuck’ with a frequently

demanding parent.

7

Display in the unit a sign or signs asking students not to attend if unwell

or if they have been in contact with Chicken pox etc. (See appendix.)

Allocate a designated first aider per site who keeps current certificate.

(In some units all staff have a current First Aid certificate)

Provide tissues, hand sanitizers, wipes and other hygiene items in the

centre.

Give expectations of work and a reminder of what to bring for following

session.

Seek feedback from students re what they want to do in social time.

Establish clear expectations on pick ups etc.

Foster an open door policy for parents - a shared morning tea once a

term is a good idea.

Keep list of students’ birthdays so you can acknowledge these when they

happen.

Use ‘vetted’ volunteers to work one to one with students.

Invite VIP’s for students where appropriate.

Keep a record of the activity sessions with an evaluation so next time

you know what may work better.

Use Games: Some that work well are Sing star, Rummy-o, Quiddler ,

Uno, Bananagrams, Conversation Starters.

8

Best Practice in the Hospital Setting

Always follow hospital procedures, particularly when students are in

isolation.

Remember to keep yourself safe - use good hand-washing practice as

you go from student to student.

Wear a hospital ID tag – introduce yourself to the ward staff initially.

Get permission from appropriate personnel before taking visitors onto

ward.

Check with Clinical Nurse Leader (staff nurse) before taking a student off

the ward e.g. to the classroom.

Use ‘vetted’ volunteers from within the hospital system.

Know the names and /or email addresses of the Clinical Nurse Leader,

Ward Clerk and Admin staff so you can follow up on medicals and

admission documents.

Try giving medical certificates to ward staff with your card attached as

this can assist getting them back quickly.

Introduce new and relieving staff to key people on the ward.

Know the fire drill policy and procedure.

Be flexible. When in the hospital setting, hospital procedures always

take precedence over school work.

Ensure teaching programme supports medical requirements such as bed

rest, nil per mouth.

Accompany students to the toilet and back to the ward.

Set up a system where hospital staff can alert you to students who have

been hospitalised over the holidays and discharged but still need NHS

support.

After the holidays, ask to check patient lists to ensure not to miss a

student who may be in need of our services.

Find a means of identifying students who need to be put on the roll.

Ask the head nurse to attach a magnet to students if their stay will fit

our criteria. This will eliminate screening and process time.

9

Check student lists daily.

Attend ward meetings – and in some cases discharge meetings for

longer-term students.

If appropriate and if time permits, start with a short game, puzzle, quiz

to take away some of the anxiety at the beginning of the lesson and

encourage communication/socialisation and a wee giggle.

Establish a clear and easy -to -follow time table so the student can begin

work at 9:00-10:00.

Ensure students are clear about what they need to do when you leave

them to work independently on the ward.

Make clear arrangements for collection of laptops and other IT

equipment on loan to a student.

Have a system for daily work set out in plastic sleeves or in individual

trays.

Prepare ready- to-go units in Year groups to start students off quickly

and efficiently.

Extra Suggestions

1. For long term students make a power point presentation of their stay

in hospital so they can take it with them and show their class on their

return to school.

2. Keep a diary or scrap book for students to record/keep all the work

covered. This also serves as a record of work completed while in

hospital.

10

Best Practice Transitions

Set up a return-to-school meeting with involved personnel; parents,

dean, counsellor, teacher, school nurse and if appropriate student.

Establish a key person in the school to make contact with.

Drive by to familiarise students with the school’s location and visit

school grounds after school hours to identify classrooms.

Buddy up with a fellow student.

Set up a system for getting notes missed i.e. from teacher or buddy.

Prepare student for how to cope with a class.

Prepare the students for what they will say when they return to school –

rehearse this dialogue with them.

Talk to individual teachers.

Communicate through IT for secondary Schools as well as phone and

face to face.

Aim for gradual progressions, e.g. half-days, mornings only, 2-3 full days.

Add one subject a time, preferable to blocks of time. Depending on

timetable, decide what subjects are best to start with.

Ensure the Dean has communicated with attendance personnel so they

know student is attending part-time.

Be clear about medical guidelines.

Allow rest times at S/E if necessary.

Set up Panic/Timeout cards.

Make sure all teachers know student. (In secondary schools introduce

school nurse.)

Establish reason for going back, i.e. social routines, or to do work.

Clarify NCEA issues with Sue and S/E.

Set a date to review how things are going.

11

Best Practice Ideas and Suggestions

Encourage social skills such as brainstorming, discussions, group work

and interactive games.

Supply the daily newspaper to promote discussion about current

stories.

Mentor a student to study a topic independently. Use a variety of

resources e.g. Library, websites etc.

Provide opportunities for critical thinking and enquiry learning.

Encourage students to relate the content to their own experiences.

Experiment with online learning and teaching e.g. Web 2 tools.

Hold a Book Week and dress up as a book character.

Celebrate Youth Week (May) – make posters and cards and feature

the day.

Focus on community events such as Conservation Week.

Have motivational speakers to visit the Student Support Centre.

Make a field trip to the museum, library or other local landmarks to

research your local area.

Tour around significant Maori sites to foster Maori history.

Foster work experience and careers advice. Arrange work skills

placement.

Attend open days at Polytechnic and other tertiary institutions.

Arrange for students to do voluntary work.

Celebrate the different cultures in the Student Support Centre e.g.

Sample food, customs and clothing etc.

Put together a play, learn lines and perform, role playing, also

Theatre Sports.

Hold an open morning/afternoon expo to celebrate the work

students have completed.

Walk, exercise or try an outdoor sport if the ILP (Individual Learning

Programme) allows it.

Design an obstacle course or fitness circuit and try it out.

Feature outdoor education. Explore surroundings – pitch a tent, cook

outside on a primus.

12

Organise cooking sessions - make and decorate cupcakes. Hold a cafe

day with students as chefs.

Focus on life skills –growing vegetables, budgeting, flatting.

Experiment with different visual art forms – paper- mache (with

plaster bandages), construction, painting, weaving, printmaking,

carving and painting.

Create opportunities for dance, drama, photography and music.

Set up a TV Studio or Radio Station.

Hold a songwriter’s workshop.

Organise a Pet day – use community resources for pet handling such

as Alpacas and Shetland ponies.

Visit your local SPCA and assist with daily feeding and cleaning

routines.

Hold a Hat day.

13

Best Practice Resources

Numeracy

No-nonsense number photocopiable books.

The fractions circles

Numeral cards

NZ Mathematics 3rd Edition (reflects the Numeracy Project)

Year 9 Alpha text book

Mathletics

Literacy

PM readers and backline masters

Spelling work sheets

Reading response lists from the internet

RIC series on Spelling

Reading plus Comprehension Series ( covers years 1-6)

Fast Forward Reading series including CDs and worksheet activities

designed for struggling readers’ yr7-13 Thomson-Nelson

Complete Cloze Reading Bks 1 & 2- Jnr Sec level 4/5- for text responses

on many levels

The “Key into “ series put out by Triune initiatives Comprehension

Detective

Sight word cards, alphabet letter/picture matching cards

14

Website Resources http://literacyonline.tki.org.nz/Literacy-Online/Teacher-needs/Pedagogy/Writing/Accelerating-

Writing-Progress-in-Years-7-and-8

www.hooked-on-thinking.com

www.wicked.com.

www.tki.org.nz (for all subject areas – including Maori Language)

www.priorywoods.middlesbrough.sch.uk

www.bbc.co.uk/schools/ks3bitesize

www.infoblitz.co.nz (excellent student resource for finding online data)

www.sparknotes.com (great literature/Shakespeare resource)

www.bbc.co.uk/schools/typing (dance mat typing - excellent touch typing resource)

www.careers.govt.nz

www.arb.nzcer.org.nz (Assessment Resource Banks – asTTle)

http://members.enchantedlearning.com Username: northernhealth9701

Password: least 32)

www.funbrain.com

www.mathsblaster.com

http://www.nieonline.co.nz

http://www.artpad.com

http://www.makebeliefscomix.com/ (for online comics)

www.brainpop.com

http://timeframes.natlib.govt.nz (extensive resource for New Zealand heritage and history)

http://www.howstuffworks.com

http://www.innerbody.com/htm/body.html

http://www.learner.org/interatives/volcanoes/entry.html

15

Miscellaneous Resources Rush Hour is a game for an Individual and yet the whole family can enjoy

it. The student is more likely to succeed if procedures can ‘hook’ the

whole family.

The Driving CD’s are great for learning the road rules too.

For Special Needs students: Computer programmes- Touch Games 1 & 2,

Touch Funfare

NZ Speed Reading for ESL Learners

Own Language Based Resources for literature.

Wild Cat series for BRIDGIT Live sessions

AWS Mathematics Series (like most of these)

NZ Curriculum Maths Stage 7 Advanced Multiplicative book 1

Nulake Maths homework books

Maths Buddy

New Wave Literacy –Developing literacy skills + processes in Sec Schools-

RIC Publications- book 1and 2

Real Life Reading –Ready Ed publications- David Cohen

16

Best Practice Research in New Zealand

The New Zealand Curriculum states that Students learn best when teachers:

1. Create a Supportive Learning Environment

In the Northern Health School setting teachers work hard to provide an

environment that will bring out the best for a student whether teaching

in the home in the hospital or in the community. When teachers visit

homes, adapt learning in the hospital setting and work on providing an

inclusive environment in the Student Support Setting they are

demonstrating that ’learning is inseparable from its social and cultural

context’. (Quote P34 NZ Curriculum.)

2. Encourage Reflective thought and action

Whenever Northern Health School teachers encourage thinking, designs

tasks, and creates opportunities for students to critically evaluate the

material they use, they are encouraging reflective thought and action,

both for themselves and for their students.

3. Enhance the relevance of new learning

Northern Health School teachers look for opportunities to involve

students directly in decisions relating to their own learning. They provide

an Individual Learning Programme based on the students present needs

and circumstances. Programmes of work can be offered from different

sources: the student’s school of enrolment, the Correspondence School

and the Northern Health School teacher. By consulting with the student

and their family the NHS teacher encourages ownership and relevance

of learning.

4. Facilitate Shared Learning

Northern Health School teachers have a unique opportunity to

encourage shared learning. By including other family members and

17

encouraging their students to participate in different ways they are able

to cultivate a community environment where everyone is the learner.

5. Make Connections to prior learning and Experience

The Northern Health School teacher consults with the student’s school of

enrolment to ensure there is no duplication of content and to provide a

seamless education for the student while he/she is too unwell to attend

their own school.

6. Provide sufficient Opportunities to Learn

Specific Learning Outcomes that are monitored, practised and assessed

provide the Northern Health School teacher with the information

needed to determine if a student has had sufficient opportunity to

learn. In many cases adaptation to the curriculum is necessary when a

student’s illness may put them in conflict with expected curriculum

coverage.

7. Teaching as Inquiry

Northern Health School teachers are constantly involved in the Teaching

Inquiry process. They begin by determining what is important to their

individual learner. They source information to establish where their

student is at in a given subject, and where they need to be taken to next.

They then plan learning outcomes aimed at achieving these outcomes and

determine what strategies may be effective in achieving this. Formative

and Summative assessment both completes and begins the next cycle of

the inquiry process.

8. E-Learning and Pedagogy

Information and communication technology (ICT) are a vital part of

Northern Health School Teachers’ repertoire. It is a means to overcome

the barriers of time and distance and enable students to join communities

of learners beyond the classroom.

18

Best Practice Research beyond New Zealand

Special education teachers are a unique group of people across the globe.

Worldwide they are expected to be organized, patient, able to motivate

students, understand their students' health conditions and accept a variety

of special needs and individual differences. Teachers who work with sick

children need to be resilient to overcome obstacles both in hospital

settings, in homes and in student support centres. They are a partner in a

professional care team who need to collaborate with a wider range of

agencies than a regular class teacher.

What does ‘Best Practice’ look like in special schools around the world?

Evidence from research is limited but it seems that certain factors need to

be present for the optimum results. Below is a list of some important

components of the ‘Best Practice’ jigsaw.

Strong leadership from the Principal and Senior Management team is

crucial so that all members of the staff feel supported and valued.

There needs to be professional development for members of staff to

keep them up to date with latest trends in education. Honest feedback is

necessary and should be given in a spirit that reflects a caring

environment.

A clear and common focus is needed whereby administrators,

teachers, students, and parents share and understand common goals

based on the fundamental belief that all students can learn and improve

their performance.

High standards and expectations ‘that all students can learn’ is

another common factor in successful hospital schools around the globe.

Special education teachers help to develop an Individualized Education

19

Program (IEP) for each student receiving special education. The IEP sets

personalized goals for the student and is tailored to meet the student's

individual needs and abilities.

A supportive learning environment is a key element to ‘best

practice’ where students feel safe and secure. Simply gathering students

together does not automatically guarantee a positive social

environment. Energy and time need to be put in to creating a ‘learning

community’ where student contributions are valued. This can be a

perfect place to build student confidence and foster friendship skills.

Overseas there are many examples of interventions designed to

personalize the high school environment through creating small learning

communities. Students who might otherwise fall through the cracks are

catered for through mentoring and adult/student interactions.

Parent and community involvement are key to the success of

special schools around the world. Teachers work closely with parents to

inform them of their children's progress and suggest techniques to

promote learning outside of school. A large part of a special education

teacher's job involves communicating and coordinating with others

involved in the child's well-being, including parents, social workers,

school psychologists, occupational and physical therapists, school

administrators, and other teachers.

Meaningful learning experiences are important to ‘best practice’

where teachers use various techniques to promote learning. Teaching

methods can include individualised instruction, problem-solving/inquiry

methods and small group work. Social skills and life skills lessons may be

part of the programme. In many centres around the world the wider

community is used as a resource to provide students with meaningful

learning experiences.

Positive Reinforcement has a positive effect on student behaviour

and praise needs to be specific, spontaneous and varied.

20

Structures and routines are essential so students have as

framework of familiarity in their learning environment. The

students get the idea of immediacy if there are effective

opening and closing/wrap activities.

Monitoring, Accountability and Assessment are part of the

‘best practice’ package. Reliable methods need to be used to

report on student progress and performance.

Art can be a valuable component of ‘best practice’. In hospital

schools around the world art as therapy is used as a means to

foster relaxation and encourage expression of feelings. Like a

‘beacon in the night art can shine the way’.

Advocacy is an important part of special education teacher’s

job to ensure that appropriate accommodations are made to

cater for student needs. Material may need to be read orally or

enlarged and extra time in an exam may need to be negotiated.

Technology is becoming increasingly significant in special

education. Digital learning technologies are widespread in

overseas schools to enhance learning and overcome barriers of

distance and time.

Transition is a vital element of ‘best practice’ to prepare

students to return to school and avoid anxiety and stress. In the

case of older students connections with the community,

21

courses, university papers, possible avenues of employment

can help them see the relevance of their school programme.

Reflection is an integral part of ‘best practice’. This can be

informal with discussions to ensure courses and programmes

are ‘on track’. Teachers can design tasks and opportunities to

encourage students to think critically about their progress.

22

Appendix

Timetables .

Planning Programme Primary details: see Staff Drive Planning Forms

Secondary Planning Programme: see Staff Drive Planning Form

Goal Setting (See Staff Drive Best Practice)

Northern Health School Goal Contract

Maths : This week I will complete lesson(s) ............ in TCS Booklet No.

...............

English: This week I will complete lesson(s) ............ in TCS Booklet No.

...............

Science: This week I will complete lesson(s) ............ in TCS Booklet No.

...............

23

Newsletter ( see Staff Drive: My Documents: Best Practice)

The Student Support Centre is located at our community site at ………………………

We have …….. sessions a week, on Monday Tuesday and Wednesday mornings.

Tea/Coffee/Milo will be provided however, students will need to bring

something to eat for morning tea. We do have a small kitchen if students bring

things that need to be heated.

Please make sure students bring any school work or correspondence work with

them, so we can check if they are okay with everything. It is expected that

students continue with their programme at home on days that they are not

attending the school room.

Some of our students attending our SSC have a low immunity to infections, so

could students please read the following to ensure we keep them safe.

If your child or anyone in your family has been exposed to Chicken Pox, please

notify us.

If your child is generally unwell with the flu or tummy bugs etc, please keep

them at home until better. If you are not sure, please phone us.

……….. Student Support Centre

................. School

................. St.

City

Phone:

24

Fax:

Email

@nhs.school.nz

Draft Guidelines on Home Visits

Please ensure another adult is present during home visits.

If at all possible, please have an area clear for the visiting NHS teacher to

work with the student: which is reasonably quiet and free from

interruption.

If you have dogs, please ensure they are contained.

If for any reason you are unable to keep the agreed appointment, please

let the NHS teacher know.

Stop Sign (see Staff Drive: My Documents: Best Practice)