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Taskforce on Students with Learning Difficulties
February 2014
Implementation Progress Report
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Contents
Implementation Progress Report and Next Steps Update 3
Executive Summary 3
Background 3
Key achievements 3
Recommendation progress update 4
Recommendation 1: A consistent systemic approach to maximise specific learning outcomes of students with Learning Difficulties 4
Recommendation 2: Building staff capacity to meet the needs of students with Learning Difficulties 6
Recommendation 3: Partnerships with families 9
Professional Learning Plan – semester 1, 2014 11
Phase 1: 11
Understanding Learning Difficulties training 11
Phase 2: 11
Intervention strategies to support students with learning difficulties 11
Phase 3: 11
Evidence based studies: SPELD A.C.T. and University of Canberra 11
Phase 4: 11
Using inclusive technologies tools for students with learning difficulties 11
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Implementation Progress Report and Next Steps Update
Executive Summary
Background
The Taskforce on Students with Learning Difficulties was an advisory body established in 2012, to provide the Minister for Education and Training with recommendations for classroom level intervention and support of children and young people in ACT government schools with learning difficulties.
The Final Report from the Taskforce was presented to the Minister for Education and Training in July 2013. The report identified 14 strategies under the three key recommendations: A Consistent Systemic Approach, Building Staff Capacity and Building Partnerships with Families. The recommendations outline strategies for supporting students with learning difficulties who may be present in any P-12 classroom, and builds on the already high standard of professional practice in ACT government schools.
Key achievementsPrincipals and leadership teams have been informed of the Taskforce recommendations and the implementation of the recommendations as a 2014 system priority. Schools have identified their ‘representative expert’ teacher/s to attend professional learning in semester 1 2014.
The comprehensive professional learning package includes best practice and current research developments in learning difficulties from a range of expert presenters, from within the Directorate and externally. Parents and carers can attend some of the workshop sessions.
The 2014 Gifted and Talented policy will reflect ‘twice exceptional’ students.
An analysis of the Response to Intervention model was completed term 3 2013.
Next Steps
The delivery of the professional learning to support staff, schools, students and families will commence in semester 1 2014 and Accreditation with the Teacher Quality Institute will be sought during this time.
Schools will be provided with a publication on endorsed, evidence-based approaches to supporting the needs of students with learning difficulties by mid-2014.
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Strategies to further enhance partnerships and communication with parents, carers and other professionals will be developed and communicated in semester 1 2014
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Recommendation progress updateTaskforce RecommendationsDirectorate’s Response Progress
Recommendation 1: A consistent systemic approach to maximise specific learning outcomes of students with Learning Difficulties
Strategy 1. Development of protocols that include identifying, supporting and making adjustments for students with learning difficulties.
The Directorate will develop processes to articulate the roles, responsibilities and accountabilities for identifying, supporting and making reasonable adjustments for students with learning difficulties.
Status: Under developmentSchools have identified one staff member to be known as their ‘representative expert’ who will attend an extensive professional learning package across semester 1. In line with the professional learning, the Directorate will develop a protocol document to support staff. This will complement the professional learning package. These staff will be provided with further professional learning at the launch of the protocols in semester 2 2014 to ensure a consistent approach across schools.
Strategy 2. Addition of endorsed evidenced based approaches to the Literacy and Numeracy Strategy 2009-2013 to support the needs of students with learning difficulties.
The Directorate will investigate evidence-based approaches to supporting the needs of students with learning difficulties and develop a mechanism for endorsing such approaches.
Status: Under developmentIn 2013, the Directorate launched its new strategic plan, Education Capital: Leading the Nation 2014- 2017, which set priority directions for literacy and numeracy and ensuring that students are at the centre of key strategies, policies and practices. Aligned with these directions, the Directorate will produce a publication that provides advice to teachers on endorsed, evidence-based approaches to supporting the needs of students with learning difficulties. The publication will be available to teachers by mid-2014, with scoping and procurement for its production to be finalised by the end of March 2014.
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Strategy 3. Focus on learning difficulties and diversity in learning to be included as a key component in the Directorate’s leadership program from 2014.
The Directorate will include a focus on learning difficulties and diversity in future leadership programs from 2014.
Status: OngoingThe Directorate has communicated the importance of the Taskforce recommendation to schools through identifying it as a priority in the Education Capital: Leading the Nation 2014-2017 Action Plan (High Expectations, High Performance domain).
ACT public school principals attended an information session in November 2013 where the recommendations were outlined and a copy of the report distributed.
Principals have undertaken a staff audit to determine a ‘representative expert’ teacher or teachers from their school to attend the professional learning that has been developed for semester 1 2014.
Strategy 4. Inclusion of how to meet the needs of twice exceptional students in the Directorate’s Gifted and Talented Policy.
The Directorate has commenced the review of the Gifted and Talented Policy and will include provision for twice exceptional students.
Status: CompletedThe Directorate’s Gifted and Talented Student policy is anticipated to be launched in February 2014. The policy and supporting documentation will include advice and information about students who are ‘twice exceptional’ or have ‘dual exceptionality’. A fact sheet for parents on dual exceptionality will form part of the series of parental guides that support the policy.
Strategy 5. That the Directorate investigates models similar to Response to Intervention Models and what support would be needed to implement them within ACT government schools.
The Directorate is currently investigating models similar to and including the Response to Intervention Model and will assess the appropriateness of such models in the ACT context including the identification of the support required for implementation.
Status: OngoingThe Directorate has investigated the Response to Intervention (RTI) framework during term 3 2013. The professional learning package developed for teachers (see Strategy 6) includes a focus on the RTI framework to support students with a tiered response.
Recommendations from the analysis include a series of pilot studies to ascertain how the RTI framework would work in the ACT government school context, the amount of resourcing needed per student, and how the interventions fit within the school schedule. A number of ACT government schools have expressed interest in being part of a pilot study.
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Recommendation 2: Building staff capacity to meet the needs of students with Learning Difficulties
Strategy 6. A comprehensive professional learning pathway with increasing levels of specialist knowledge to support a consistent systematic approach to learning difficulties.
The Directorate will identify professional learning strategies and pathways to strengthen a consistent and systematic approach to supporting students with learning difficulties.
Status: OngoingA professional learning package has been developed and will be delivered in semester 1 2014. Schools have identified their ‘representative expert’ teacher/s who will attend the training and build capacity within their schools. Teachers and staff from the Directorate’s Central Office such as school psychologists, literacy and numeracy officers, disability education staff and student wellbeing and behaviour support staff will support the ‘representative expert’ teachers in building capacity within their school and across networks.
The professional learning package includes: workshops with school senior psychologists in Understanding Learning Difficulties, Intervention Strategies to Support Students with Learning Difficulties with external experts, Evidence Based Studies with Dyslexia SPELD ACT and University of Canberra, Using Inclusive Technologies Tools for Students with Learning Difficulties with assistance from external
presenters.
Follow up sessions will look at how schools are using the assessment tools, collecting data and building capacity within the network.
The sessions will be delivered in school networks to provide the opportunity for schools to share, make connections and support each other during the implementation phase.
A professional learning community online page called LIFE will be developed to provide teaching staff across the Directorate a place to share teaching and learning interventions and evidence-based resources for students with learning difficulties. These strategies will be stored on the Digital Backpack Online Learning ACT Directorate Page with a link called Supporting Students with Learning Difficulties. The page will build communities of practice, digitally captured teaching practices and discussions and create a community of learners who add to this over time and share their practice continually using online forums.
An introduction to the protocol document workshop to support the professional learning package will take place late semester 1 2014.
Strategy 7. Targets for completion of training to ensure that a pathway of expertise is established to embed
Status: Under development.The training package is to be accredited with the Teacher Quality Institute.
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knowledge in all sectors and across leadership.
The Directorate will develop targets for participation in training in the area of learning difficulties across the system with initial targets to be identified for primary, high school and college settings.
The professional learning package has set targets for completion where data will be collected to monitor attendance and the quality and value of the professional learning workshops.
Targets include:Level 1 Pathway (basic course) In five years 90% of all staff trained (Online modules, forums) Between 2014-16 each school commits to online Learning Difficulties training for all staff
Level 2 Pathway (Intermediate course) In five years 60% of all staff trained (i.e. Online modules, Inclusive Technologies)
Level 3 Pathway (Advanced course) Staff across school networks trained in specialist courses and completed each level of training
(Online modules, scholarships, cross network forums, specialist courses)Targeted scholarships will be offered as a professional learning opportunity between 2014-2016.All participants in the workshops will receive an online survey to gain feedback on the presentations to guide further professional learning requirements and collect attendance figures. A further online survey will compare pre and post feedback after the professional learning package has been delivered.
Strategy 8. Each School Network to be supported by officers with specialist skills in learning difficulties.
The Directorate will further strengthen the specialist expertise to support students including those with learning difficulties and will establish processes for access to network support.
Status: Under developmentAs capacity builds, specialist teachers, those who have completed all three levels of the professional learning pathway (as outlined above) or have post graduate qualifications in learning difficulties will be a resource for other teachers in their schools and across networks.
Networks will have a clear and documented process for teachers to access the support of their own specialist teachers.
Teachers from the Directorate’s Central Office, such as school psychologists, literacy and numeracy officers, disability education staff and student wellbeing and behaviour support staff will provide additional support to school staff and across networks.
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Strategy 9. Systemic professional learning for Learning Support Assistants working in the area of learning difficulties.
The Directorate will identify and provide appropriate professional learning opportunities for learning support assistants in the area of learning difficulties.
Status: Under developmentAs part of the implementation plan work on Strategy 9 and Strategy 10 will commence in March 2014, once the data collection and feedback from Phase 1 professional learning is completed.
Strategy 10. Clarification of the role of Learning Support Assistants working in the area of learning difficulties.
The Directorate will clarify the roles and responsibilities of school staff in providing support for students with learning difficulties.
Status: Under developmentAs part of the implementation plan work on Strategy 9 and Strategy 10 will commence in March 2014, once the data collection and feedback from Phase 1 professional learning is completed.
Strategy 11. Investigate and determine a system wide approach to assessment of students with learning difficulties.
The Directorate will investigate leading practice options for assessment of students with learning difficulties to develop a system wide approach.
Status: Under developmentInitial discussions with the University of Canberra and Dyslexia SPELD ACT were undertaken in November 2013. Dyslexia Screener Assessment will be presented to ETD staff in March 2014 as the first phase of Strategy 11. Data collected will inform the intervention strategies.
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Recommendation 3: Partnerships with families
Strategy 12. The Directorate to develop multiple communication mechanisms to support families of students with learning difficulties.
The Directorate will develop a range of communication mechanisms that support families of students and schools meeting the needs of students with learning difficulties.
Status: Under development A communication strategy for schools will be developed to include strategies to support parents or carers such as invitations to individual learning plan meetings, links to the Directorate website for information, brochures and links to agencies/support services. This information will be included in the protocol document.
Parents and carers have opportunities to attend a number of workshops by expert presenters that run parallel to the teacher workshops in the professional learning package.
Strategy 13. The Directorate to investigate enhancement of partnerships with therapists and other professionals working with teachers, parents, carers and directly with students.
The Directorate will build on and enhance the current partnerships that support students with learning difficulties particularly those across ACT Health and the Community Services Directorates.
Status: OngoingThe Directorate is currently working with Therapy ACT speech pathologists to determine effective strategies to support students with language disorders and learning difficulties as an adjustment to existing practice in schools. The information will be included in the protocol document.
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Strategy 14. Promote the provision for adjustment to assessment tools (Board of Senior Secondary Studies, Australian Scaling test, NAPLAN) to parents, carers, students and staff.
The Directorate will promote the availability and nature of provision for adjustment to assessment tools for students with learning difficulties to parents, carers, students and staff.
Status: Under development The protocol document will include links to information for schools to inform parents, carers, students and staff on the availability and nature of provision for adjustment to assessment tools use to support students, including links to the Board of Senior Secondary Studies and NAPLAN sites.
This information will be also be communicated via the Directorate’s website.
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Phase 1: Understanding Learning Difficulties training
Phase 2: Intervention strategies to support students with learning difficulties
Phase 3: Evidence based studies:SPELD A.C.T. and University of Canberra
Phase 4: Using inclusive technologies tools for students with learning difficulties
Venue: HBCTL Mezzanine Time: 9-12pmDates for small group training are provided below
Time: 8.30-4pm (Wk.4) HBCTL Mezzanine Time: 8.30-4pm (Wk.5) HBCTL HALL Time: 8.30-3.00 pm (Wk.7) HBCTL HALL
Presenter: Narelle Smart and Senior Psychologist
Presenter: Karen Starkiss (Accredited Dyslexia Trainer, Victoria)
Presenters: Jo Whithear (SPELD A.C.T.), Louise Dalglish Smith (SPELD A.C.T.), Doctor Pam Connor (University of Canberra)(ACT Disability Ed)
Presenter: Greg O’Connor (Spectronics)
Audience: School Representative Expert, Literacy and Numeracy Coordinators, School Psychologists, Network Student Engagement Team (Senior Psychologist, Disability Education Support Partners, Behaviour Support Partners).
Audience: School Representative Expert, Literacy and Numeracy Coordinators, School Psychologists, Network Student Engagement Team (Senior Psychologist, Disability Education Support Partners, Behaviour Support Partners).
Audience: School Representative Expert, Literacy and Numeracy Coordinators, School Psychologists, Network Student Engagement Team (Senior Psychologist, Disability Education Support Partners, Behaviour Support Partners).
Audience: School Representative Expert, Literacy and Numeracy Coordinators, School Psychologists, Network Student Engagement Team (Senior Psychologist, Disability Education Support Partners, Behaviour Support Partners).
Content:Definition and termsCausal considerationsNeuroscienceImportance of intervention and early identificationTypes of learning difficultiesCase examples from different school year levelsIntervention and evidence based programsResponse to InterventionResources and tips
ActionSchool psychologist and School Representative Expert will present the Understanding Learning Difficulties training with staff at their school.
Content: How to recognise that a child is dyslexic
How to gather evidence and informally assess individually students in class
How to create a dyslexia friendly school
Identifying individual learning styles and creating multi-sensory environments
Specific support for reading, writing and spelling
Meeting individual needs – how to put together individual programmes for students
Access to evidence based resources
Content: Introduction to Dyslexia SPELD ACTServices for schools and communities Resource KitEvidence Based ProgramsUniversity of Canberra - dyslexia screening process for kindergarten to secondary school
1.30pm to 3.00pm session
Introduction to Significant Reading Difficulties and Dyslexia online course
http://inclusiononline-aus.net/
Content:iPad master class: using iPads to support older students struggling with literacy.
Practical applications of how to use inclusive technology tools to increase access, participation and engagement for students with learning difficulties.
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Group Day and date Group Day and date Group Day and date Group Day and date
Network Student Engagement Teams and Literacy, Numeracy and English as an Additional Language or Dialect team.
Tuesday
4 February 2014
North Canberra/ Gungahlin and Belconnen network School Representative Experts, Literacy and Numeracy Coordinators and Literacy and Numeracy Field Officers.
Tuesday
25 February 2014
North Canberra/ Gungahlin and Belconnen network School Representative Experts, Literacy and Numeracy Coordinators and Literacy and Numeracy Field Officers.
and
Network Student Engagement Teams, and Literacy, Numeracy and English as an Additional Language or Dialect team, and School Psychologists.
Monday
3 March 2014
Network Student Engagement Teams, and Literacy, Numeracy and English as an Additional Language or Dialect team, and School Psychologists.
Tuesday
8 April 2014
Parents and community
4.00 – 5.30pm
Tuesday
8 April 2014Tuggeranong and South/Weston network School Representative Experts, Literacy and Numeracy Coordinators and Literacy and Numeracy Field Officers.
Wednesday
26 February 2014 North Canberra/ Gungahlin and Belconnen network School Representative Experts, Literacy and Numeracy Coordinators and Literacy and Numeracy Field Officers.
Wednesday
9 April 2014
North Canberra/ Gungahlin and Belconnen network School Representative Experts, Literacy and Numeracy Coordinators and Literacy and Numeracy Field Officers.
Tuesday
18 February 2014
Network Student Engagement Teams, and Literacy, Numeracy and English as an Additional Language or Dialect team, and School Psychologists.
Thursday
27 February 2014
Tuggeranong and South/Weston network School Representative Experts, Literacy and Numeracy Coordinators and Literacy and Numeracy Field Officers
and
Network Student Engagement Teams, and Literacy, Numeracy and English as an Additional Language or Dialect team, and School Psychologists.
Tuesday
4 March 2014Tuggeranong and South/Weston network School Representative Experts, Literacy and Numeracy Coordinators and Literacy and Numeracy Field Officers.
Thursday
10 April 2014
Tuggeranong and South/Weston network School Representative Experts, Literacy and Numeracy Coordinators and Literacy and Numeracy Field Officers.
Wednesday
19 February 2014
Project Manager and Learning Difficulties Working Groups
Friday
28 February 2014
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