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

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

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

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

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

Assessment Planning Programming Implementation Evaluation Teaching and Learning Cycle

Assessment Effective 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.

Assessment Types of assessment Formative assessment (assessment for learning). Summative assessment (assessment of learning). Diagnostic assessment.

Assessment What 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 processes products environments

Assessment How 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

Assessment Is 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.

Assessment Criteria 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 accuracy duration latency frequency context how information is presented

Assessment Criteria for assessing learning Identifying letter sounds for lower-case letters: PhaseIndicatorConditionsLevel of performance Acquisition provide the most common letter sound for all lower case letters when presented individually on flashcards at 100% accuracy

Assessment Criteria for assessing learning PhaseIndicatorConditionsLevel of performance Fluency provide 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

Assessment Criteria for assessing learning PhaseIndicatorConditionsLevel 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

Assessment Criteria for assessing learning Criteria for assessing learning: constructing simple sentences Acquisition Fluency Maintenance Generalisation

Planning and programming model NSW Syllabuses

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

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

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

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

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

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.

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.

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

Marina Laing Senior Curriculum Officer, Special Education Ph: (02) Fax: (02)