WE ARE SUPPORTIVE SUPPORT MATTERS - LEARNING INTERVENTIONS AT MOUNTS BAY - Mounts Bay Academy
Page content transcription
If your browser does not render page correctly, please read the page content below
SUPPORTING STUDENTS THROUGH SEND SPECIFIC INTERVENTION PROGRAMMES SUPPORT Specific Intervention Programmes Specific Intervention Programmes are used to assist pupils who need extra support with their learning and emotional well-being. Students can be referred to the team of Learning Support Managers who are based in Compass who will be running the interventions discussed in the booklet. The referrals will be sent through to Claire Drew (Inclusion Manager) who will triage the referral and point the Learning Support Managers into the right direction of which intervention to run. The sessions are generally brief (less than 30 minutes), regular and sustained, with clear objectives and expectations. Sessions are carefully timetabled to minimise time spent away from general class teaching. The Learning Support Managers will record the interventions they are running and at the end of the intervention programme evaluate the progress. These will be sent to Claire Drew to assess if further interventions are needed. This will help to feed into the assess, plan, do review cycle. Importantly, once the sessions come to an end, Teachers and TAs both help pupils to make connections between the learning in interventions and the wider curriculum.
SUPPORTING STUDENTS THROUGH SEND SPECIFIC INTERVENTION PROGRAMMES SUPPORT Identifying pupils Pupils may be identified because they are not making expected progress. This could mean they are achieving below national expectations, or they are working at expectation, but below individual progress targets. The class teacher may have identified a specific need which needs supporting. Pupils may, or may not, be on the school SEN Register. If appropriate, a test is taken to give an accurate reading, maths and spelling age. These tests are diagnostic and enable school staff to look carefully at pupils’ difficulties and to organise specific intervention programmes. The tests are repeated at the end of the programme and the results help to show the impact of the programme on the pupils learning and development. At particular times a child may no longer need support, or the child may need further support and move onto another level of intervention. Expert advice from outside agencies may be sought. Parents are always consulted at this level. At Mounts Bay Academy, we firmly believe that early intervention is very important and we work hard to support any child who has a learning difficulty or who needs extra support. Many pupils who take part in our intervention programmes are not on our SEN Register, but are pupils who have a specific area of difficulty. We hope that, by early intervention and positive support, any learning needs can be addressed easily and quickly.
SUPPORTING STUDENTS THROUGH SEND SPECIFIC INTERVENTION PROGRAMMES SUPPORT Types of Interventions we can offer at MBA: Emotional wellbeing interventions: Zones of Regulation It is a curriculum geared toward helping students gain skills in consciously regulating their actions, which in turn leads to increased control and problem-solving abilities. Using a cognitive behaviour approach, the curriculum’s learning activities are designed to help students recognise when they are in different states called “zones,” with each of four zones represented by a different colour. In the activities, students also learn how to use strategies or tools to stay in a zone or move from one to another. Students explore calming techniques, cognitive strategies, and sensory supports so they will have a toolbox of methods to use to move between zones. To deepen students’ understanding of how to self-regulate, the lessons set out to teach students these skills: how to read others’ facial expressions and recognise a broader range of emotions, perspective about how others see and react to their behaviour, insight into events that trigger their less regulated states, and when and how to use tools and problem solving skills. Bereavement Support Kate Morris, one of our Learning Support Managers, is currently undertaking bereavement training. If there are any concerns if any students who have been struggling with bereavement please complete a referral and the situation will be dealt with in a delicate way. Bereavement looks differently for individuals and people may not deal with it straight away, therefore the loss could be years ago but the loss still great and may need support Social, Communication, Interaction Support There are a multitude of resources which can devise a programme on students to support their social and communication difficulties. These could be to support students with Autism through having supportive sessions with the Autism Champion. Or it could be to look at potential interventions to look at how students can develop their social communication skills, relationships and how to communicate with peers, adults and home. Depending on the need of the individual will depend on the programme that will be created.
SUPPORTING STUDENTS THROUGH SEND SPECIFIC INTERVENTION PROGRAMMES SUPPORT Motional: Trauma Informed Schools Interventions Motional provides an easy-to-use online tool for identifying, assessing, and improving the emotional health and wellbeing of children and young people. It is based on Professor Jaak Panksepp’s research on emotional systems in the brain and Dr Margot Sunderland’s extensive research, studies and expertise in executive functional skills. It records ACE and Protective Factor scores, and gives staff a whole-brain picture of students' mental health and wellbeing. All tutors will be completing a universal snapshot on all of their tutees. If concerns are raised from this, a comprehensive snapshot will be completed with a trained Trauma Informed Practitioner and parent/careers. This will create a programme of set interventions. Progress will be tracked using the motional programme and can be seen by teachers. Careers, Guidance and Support A referral can be made to have some support from Lindsay to look at: § Skills audits § Planning for the future § College and further education advice § Advice on apprenticeships § Work experience support § Motivational support § Self-esteem support
SUPPORTING STUDENTS THROUGH SEND SPECIFIC INTERVENTION PROGRAMMES SUPPORT Musical Intervention These are run by trained music teachers to engage students to develop their self- esteem and wellbeing through song writing and creating music. These sessions have been designed for 6 weeks.
SUPPORTING STUDENTS THROUGH SEND SPECIFIC INTERVENTION PROGRAMMES SUPPORT Academic supportive interventions: Literacy Support Compass can support various literacy skills. Does the student have difficulties with: § spelling § grammar § handwriting § reading § Dyslexia Depending on the need of the individual would depend on the intervention provided. We have use of a computer-based programme - Nessy. Nessy has been developed specifically to support learners with learning difficulties/dyslexia. It is computer based with structured fun resources for developing reading and phonics through learning spelling and reading rules. A further app-based learning tool we can use is IDL. IDL Literacy effectively improves reading and spelling amongst pupils with various literacy problems, removes visual stress by the use of colour, and is very effective overall – particularly with those who have poor phonological skills. The effectiveness is due to the integration of reading and writing, the integration of visual and auditory cues to teach letter/sound and blend/sound correspondence, a continuum of exercises that start with recognising the alphabet, and the requirement to re-read typed sentences. We also have use of Read Write Inc. These sessions are for students in year 7/8 with a reading age of 8 years and below. These students will be extracted once or twice a week in specific lessons (with the teachers’ permission) for 40-minute sessions for a period of 6 weeks. Read Write Inc is a literacy programme designed to develop reading, writing and spelling through teaching of phonics in order to create fluent readers, confident speakers and willing writers. If there is a significant concern then it can be arranged to use these tests to be able to assess and establish the area of need by a trained assessor. Decoding Intervention This uses a fast, focused and multi-sensory teaching approach to ensure pupils are full engaged in active learning. The focus is to boost vocabulary ad literacy skills to improve reading ages.
SUPPORTING STUDENTS THROUGH SEND SPECIFIC INTERVENTION PROGRAMMES SUPPORT Screening Tests The Kaufman Test of Educational Achievement, Third Edition (KTEA–3) This helps you to quickly and easily identify strengths and weaknesses, to help you determine the right intervention to follow-up with. It also provides a deeper understanding of achievement gaps, so that you can help your students to achieve their potential. Subtests include: • Phonological Processing (PP) • Math Concepts & Applications (MCA) • Letter & Word Recognition (LWR) • Math Computation (MC) • Nonsense Word Decoding (NWD) • Writing Fluency (WF) • Silent Reading Fluency (SRF) • Math Fluency (MF) • Reading Comprehension (RC) • Written Expression (WE) • Associational Fluency (AF) • Spelling (SP) • Object Naming Facility (ONF) • New! Reading Vocabulary (RV) • Letter Naming Facility (LNF) • Listening Comprehension (LC) • Word Recognition Fluency (WRF) • Oral Expression (OE) • Decoding Fluency (DF).
SUPPORTING STUDENTS THROUGH SEND SPECIFIC INTERVENTION PROGRAMMES SUPPORT Comprehensive Test of Phonological Processing -2nd edition CTOPP-2 is designed to assess phonological awareness, phonological memory and rapid naming. The CTOPP-2 has four principal uses to: 1. Identify individuals who are significantly below their peers in important phonological abilities 2. Determine strengths and weaknesses among developed phonological processes 3. Document individuals' progress in phonological processing as a consequence of special intervention programs 4. Serve as a measurement device in research studies investigating phonological processing.
SUPPORTING STUDENTS THROUGH SEND SPECIFIC INTERVENTION PROGRAMMES SUPPORT Dyslexia Screening Tests DST-S The DST-S provides a profile of strengths and weaknesses which can be used to guide the development of in-school support for the child. The DST-S is designed to identify those children who are still experiencing difficulties at secondary school and provides data which can be used in support of requesting extra time concessions in exams. The DST-S replaces the best-selling DST and reflects changes in theory and practice since this initial publication with additional subtests, validation studies and case histories and scoring software. The DST-S consists of the following subtests • Rapid Naming • Bead Threading • One Minute Reading • Postural Stability • Phonemic Segmentation • Two Minute Spelling • Backwards Digit Span • Nonsense Passage Reading • One Minute Reading • Verbal Fluency • Semantic Fluency • Spoonerisms • Non-verbal Reasoning • Lucid Rapid Rapid is the solution for quick group/class screening for dyslexia in pupils aged 4 to 15. It’s made up of three enjoyable and non-threatening tests that are sensitive cognitive indicators of dyslexia and cover phonological skills, working memory and phonic decoding. It is made of three subtests: • Phonological processing (4 - 15 years) • Working memory (4 - 15 Years) • Phonic decoding skills (8 - 15 years)
SUPPORTING STUDENTS THROUGH SEND SPECIFIC INTERVENTION PROGRAMMES SUPPORT Numeracy Support Compass can support various numeracy skills. Please be specific on what the concerns are. From this information further diagnosis may be made by assessing for dyscalculia or completing the maths computation subtest from the KTEA-3 test kit: Dyscalculia intervention helps provide strategies for teaching a student with math- related learning difficulties. They use real life situations that make problems functional and applicable for everyday life.
SUPPORTING STUDENTS THROUGH SEND SPECIFIC INTERVENTION PROGRAMMES SUPPORT INTERVENTIONS: ACCELERATED READER Brief Summary: Reading intervention for students of all ages who need to improve their reading ability. Specific Details: Available to every year group where reading levels need improvement. Also, we will liaise with the student's English teachers. Students are to read aloud to a staff member. Reading is to be monitored, are assessed and recorded. Colour coded books are used for different levels. Sessions might be beneficial for students with dyspraxia and dyslexia. Expected Outcomes: Accelerated Reader - Each student is Star Reader tested on their iPad at the beginning of the school year, then retested each semester. Individual progresses is recorded. Books are colour coded according to reading levels. Outcomes to be monitored and assessed. Students to complete book quizzes, and achievements recorded. Other reading work to be tailored to year groups and ability of each student. Activities, memory cards, awareness of syllables and punctuation are necessary to aid reading and understand words and expressions. This intervention runs over 8 weeks during Tutor Time and at the beginning of each English lesson as a whole class intervention. Assessment: Progress recorded on iPads when they have completed book quizzes.
SUPPORTING STUDENTS THROUGH SEND SPECIFIC INTERVENTION PROGRAMMES SUPPORT INTERVENTIONS: DYSCALCULIA Brief Summary: Dyscalculia is like dyslexia but it is a condition that affects the ability to acquire arithmetical skills. Dyscalculia learners may have difficulty understanding simple number concepts, an intuitive grasp of numbers and have problems learning number facts and procedures. Specific Details: Pupils who have difficulty understanding concepts of numbers and any- thing related to mathematical skills. Strategies for teaching a student with math-related learning difficulties. Avoid memory overload. Help students to visualise math problems by drawing. Use visual and auditory examples. Use real life situations that make problems functional and applicable to every day life. Practice with age-appropriate games as motivational materials. Expected Outcomes: Significant improvement in mathematics and understanding numbers. Ability of manipulating numbers and mathematical facts. Depends on individual needs of the student. Assessment: Maths department and dyscalculia co-ordinator to write a report on students progress and any recommendations after they have completed the intervention.
SUPPORTING STUDENTS THROUGH SEND SPECIFIC INTERVENTION PROGRAMMES SUPPORT INTERVENTIONS: DYSLEXIA USING NESSY Brief Summary: Nessy was developed specifically to support learners with learning difficul- ties/ dyslexia. It is a computer-based, structured phonics resource for read- ing and spelling including learning of letter patterns as well as spelling and reading rules. The material includes visual memory aids, games and activity worksheets which are often humorous. Nessy learning begins with an as- sessment to identify areas of need. The intervention provides digital learn- ing with a focus on foundational reading and spelling, with reinforcement through written worksheets (Beat Dyslexia Books). Specific Details: The Nessy Learning Programme will improve reading, spelling and writing. Nessy is a huge resource of strategies, games, worksheets and phonics, covering the very first stages of letter sounds to advanced multi-syllable words. It encourages positive, independent learning. Students are encouraged to mark their own work and take on more responsibility for their own learning by playing games, watching rules and completing interactive worksheets. The game based learning has proved extremely effective in addressing the needs of disaffected students, motivating and building self-esteem. Nessy will give the students access to structured activities which are based on helping them to develop their incremental phonics, language skills, writing skills and vocabulary development. This is a highly effective multi-sensory learning approach. 20 Computer Games. 25 Animated Rules. 70 Phonic Animations. 5000 Words and Sentences. Library of Mnemonics. Over 1000 Printable Worksheets. Printable Certificates. Writing Skills. Group Monitoring & Student Records. Dyslexia friendly iPad apps will also be discussed with students. Expected Outcomes: Help students to rebuild their self-confidence. Help students to rediscover their self- esteem. Improve students reading, writing and spelling skills. For students to gain a better understanding of phonics and letter patterns. A 30 minute session once a week. This intervention will take place for 8weeks Assessment: Printable and written reports of their progress which will be evidenced in a file. Pupil questionnaires. Beat dyslexia booklets are also available to complete as well as the use of iPad apps which support dyslexia.
SUPPORTING STUDENTS THROUGH SEND SPECIFIC INTERVENTION PROGRAMMES SUPPORT INTERVENTIONS: DYSLEXIA USING LEXIA Brief Summary: In response to the critical number of older students needing help with reading skills, Lexia Strategies was developed. The activities in the pro- gram are specifically designed to accelerate the acquisition of essential reading skills while offering age- appropriate content and interface. The focus of the activities helps students to increase automatic word recogni- tion by reinforcing phonic elements and sound-symbol relationships. As students progress, more advanced phonic, comprehension and vocabu- lary exercises are introduced. Details: Due to its computer-driven nature, Lexia Strategies when used consistently has been proven to close the reading gap. What is more, the embedded reporting system instantly delivers real-time data to inform planning and evidence progression. Lexia Strategies allows students to work independently, as well as on a one-to- one or small group basis. Students will then receive the appropriate support on a need-to- have basis. Lexia’s embedded assessment and reporting system provides real-time, actionable data without interrupting the flow of instruction to take time-consuming tests. Lexia provides a set of easy-to-interpret, consistent measures to demonstrate progress at individual, class or school level. Expected Outcomes: • To help students to increase their automatic word recognition by reinforcing phonic elements and sound-symbol relationships • Accelerate the acquisition of essential reading skills • Close the reading gap One 30-minute session, once a week. This intervention will take place for 8 weeks or more if required. Year 11 can do this in their own time. Assessment: • Student progress will be tracked through online graphs and printed out • Student usage will be tracked through online graphs and printed out • Student skills reports will be printed out • Individual workbooks can be created and printed - Students can work on these at their own pace • Action plans can be devised • Each student will have his or her own ‘Lexia’ intervention folder, containing all of the above information. The Dyslexia Champion will create these folders and keep hold of them in school, in order to monitor progress
SUPPORTING STUDENTS THROUGH SEND SPECIFIC INTERVENTION PROGRAMMES SUPPORT INTERVENTIONS: DYSPRAXIA – FUN-FIT Brief Summary: Fun Fit sessions are run with group of pupils who carry out activities which aim to improve their co-ordination, spatial awareness, gross/fine motor skills and balance, as well as improving their social interaction skills. The sessions are organised with these main areas in mind. Specific Details: Before attending the session the pupils complete a piece of writing which they must copy to the best of their ability. They are timed and their writing is kept on record. At the beginning of the session the pupils complete a warm-up for 5 minutes. After warm-up, pupils will start the main activity for 15 minutes. After completing the activity pupils will cool down for 5 minutes. Expected Outcomes: After a term of Fun Fit sessions it is hoped there will be an improvement in their fine motor skills, and when the writing task is repeated, there will be an improvement in neatness, quantity and fine movement when using a pen. Three time per week For 8 weeks. Assessment: Fun Fit intervention will be assessed at the beginning and end of each course. Students will complete a handwriting test to show improvement in their hand- writing skills. The other test is a motor skills screening involving 10 different physical tests.
SUPPORTING STUDENTS THROUGH SEND SPECIFIC INTERVENTION PROGRAMMES SUPPORT INTERVENTIONS: HANDWRITING Brief Summary: This intervention has been designed to improve student’s basic handwrit- ing skills. Students with dyslexia and dyspraxia will benefit from this intervention, this will help the student with letter formation, writing speed and writing posture. Details: In the first lesson the student will be given a poem to copy in order to as- sess their writing level. The sessions include; the teaching of the correct letter formation of capital and lower case letters and also showing the student how to end each letter to enable the following letter to sit happily with the previous. Very few students have been taught to join their letters but this method of teaching shows them that it is not always necessary to achieve good handwriting skills. The correct posture is also directed as this encour- ages good handwriting techniques. Expected Outcomes: The improvement of handwriting is beneficial in all subjects and also helps a student to gain more confidence in their learning encouraging better results. Half hour sessions to run throughout the week, available to all years run- ning for 8 weeks. Assessment: The student will be asked to write the same original given poem to assess the progress made.
SUPPORTING STUDENTS THROUGH SEND SPECIFIC INTERVENTION PROGRAMMES SUPPORT Numeracy Support Brief Summary: The workshop intervention gives one-to-one support to hearing impaired students to help build their vocabulary and help them become more confi- dent in both their written and spoken language. Specific Details: The sessions will involve reading aloud a variety of books from various genres to present the student with the challenge of learning new words. The variety of reading material would also include a daily newspaper which would give the student interesting information and improve their general knowledge. The subject matter will be carefully selected to ensure that no inappropriate material is read. The student will also be given the challenge of reading some high literature including the classics and poetry. This will not only be useful within their English Literature lessons but will also be beneficial in creating a greater vocabulary in all subjects. The student will be asked to explain the meaning of words chosen by the LA to ensure that they have a full understanding. The reason for this being, a student may be able to read a word even if it is unfamiliar, but not recog- nise the true meaning in the context of the sentence. The word can then be referred to using a dictionary app on the iPad to confirm its definition. This will also be a good opportunity to search for synonyms to broaden the vocabulary even further and ensure true meaning. A word bank will be created to build key cross-curricular words which the student will need to recognise and understand. These words will be collected from the relevant subject teachers across the curriculum. Expected Outcomes: To improve vocabulary and build confined in the student’s reading, writing and literacy skills 75 minutes as recommended by the Teacher Of The Deaf. Assessment: The student will be assessed by reading a set vocabulary from the word bank at the start and end of the intervention.
SUPPORTING STUDENTS THROUGH SEND SPECIFIC INTERVENTION PROGRAMMES SUPPORT INTERVENTIONS: READ, WRITE, INC. Brief Summary: These sessions are for students in Year 7 and Year 8 with a reading age of 8 years and below. These students will be extracted once or twice a week from specific lessons (with the teacher’s permission) for 40 minute sessions for a duration of 6 weeks. Read Write Inc. is a literacy programme for students with a reading age below age 8. It is designed to develop reading, writing and spelling through the teaching of phonics in order to create fluent readers, confident speakers and willing writers. Specific Details: Students will be taught the link between sounds (phonemes) and letters. They will identify and blend different letter sounds and letter combinations to make a word. They can also use this knowledge to begin to spell new words they hear. Flash cards, power-points, reading and writing booklets accompany the scheme and will be used in the lessons. Expected Outcomes: The reading and writing booklets intend to improve reading, comprehen- sion and writing and they also incorporate skills which are linked to those required by the English curriculum. Once or twice a week for 8 weeks. Assessment: At the start and end of the intervention, the students will be given a reading and writing test. Their progress will be monitored throughout the 8 weeks through one-to-one intervention in the classroom. Work will also be evidenced in a file.
SUPPORTING STUDENTS THROUGH SEND SPECIFIC INTERVENTION PROGRAMMES SUPPORT INTERVENTIONS: SPELLING Brief Description: The purpose of writing is to commit an idea to paper, whether through necessity or desire. Correct spelling enables the writer’s ‘message’ to be transmitted with minimum ambiguity to its intended audience. Specific Details: This intervention aims to support students working through National Curriculum levels 2-4. This intervention aims to: • Give children a multi-sensory strategy for learning new spelling • Cover many common letter patterns • Help children extrapolate from one know word to another • Support less able pupils by offering sheets to revise and reinforce basic spellings Students will work through Pollens English Basic Spelling Rules. The worksheets can be used for individual, pair or group work. They can be used for introducing new concepts and letter strings or reinforcing areas already covered. Expected Outcomes: Students should begin to apply their knowledge of letter patterns or strings to a wider range of words. The students will understand that there is a correct way to spell words. The students will be taking an interest in how words are constructed and generalising from one word to another to develop their wider literary context. 30 minute sessions. This course runs for 8 weeks. Assessment: Work will be kept in a file. Students will have a spelling test during week six. Intervention can be repeated if necessary.
SUPPORTING STUDENTS THROUGH SEND SPECIFIC INTERVENTION PROGRAMMES SUPPORT INTERVENTIONS: SPEECH AND LANGUAGE Brief Summary: Phonics are the building blocks of literacy. The Speech and Language Intervention Workshop will be run for students of all ages who, for whatever reason, lack basic phonic decoding skills and therefore struggle with reading, writing and spelling. Specific support areas: Phonics Syllables Segmentation Phonemes Blending Spelling Word and sentence construction Basic grammar Specific Details: The initial part of the course will provide a groundwork in phonics, phonemes, letter blending, syllables and segmentation. This will then lead onto work on spelling, word construction and vocabulary building alongside basic grammar instruction. Eventually students will move onto sentence construction and English grammar rules. Expected Outcomes: To improve students overall literacy proficiency. Session will be for 30 minutes but extended sessions will also be available. The work shop will be run weekly with groups of up to 4 students. This workshop will run for 8 weeks. Assessment: In the first session pupils will be asked to complete a Basic Phonics Decoding Ability test to identify their current level of ability. Pupils will be re-assessed regularly to measure progress.
SUPPORTING STUDENTS THROUGH SEND SPECIFIC INTERVENTION PROGRAMMES SUPPORT INTERVENTIONS: SOCIAL SKILLS Brief Summary: Social Skills is a collection of activities and lessons to help students learn to improve their relationships with others. This may include Basic social skills, self improvement, being around others, using Social Skills as well as some basic skills for life. Details: The social skills are presented in small, sequential steps. The topics are very specific and relevant. The lessons are designed for intentional, rather than in- cidental learning. The activities offered not only help students get along with others, but also help them learn to control a situation by actively participating and contributing to the social outcome. Areas covered: • Skills for making a good impression. • Skills for self improvement • Skills for being around other people. Expected Outcomes: Improved understanding of emotions and the impact these have on our day to day life. Reduced presenting behaviours, improved confidence, improved social interaction and increased independence. Social skills could run as an individual or group intervention. The session would last for 30 minutes though extended sessions would be possible. The intervention would run for 6 weeks. Assessment: The students will be assessed through social observation as well as progress checklist.
SUPPORTING STUDENTS THROUGH SEND SPECIFIC INTERVENTION PROGRAMMES SUPPORT INTERVENTIONS: DECODING Brief Summary: Instant impact on literacy using fun, fast paced activities in a group of 4. Reading age gains of up to 24 months in just six weeks Details: It uses fast, focused and fun multi-sensory teaching methods to ensure pupils are fully engaged in active learning. It significantly boosts vocabulary development and literacy skills, with dramatic, sustained improvements in reading ages. Sound Training opens up access to the entire curriculum and has impacted on pupil overall attainments in SATs, sub levels and GCSE grades. It also has very positive effects on pupil confidence and self- esteem. Expected Outcomes: • Develop decoding skills • Improve reading age • Improve spelling • To build their confidence One session a week for 8 weeks. Assessment: The assessment used is the WRAT test.
SUPPORTING STUDENTS THROUGH SEND SPECIFIC INTERVENTION PROGRAMMES SUPPORT INTERVENTIONS: VISUAL SUPPORT Brief Summary: A workshop to help visually impaired students access written information. Specific Details: Visual Support Workshops will consist of: One to one mentoring throughout the term to discuss the student’s individual needs and record any problems Group work aimed at identifying tools to help aid students during class. Increased contrast; enlarged images and worksheets; use of tactile and auditory materials; books on tape; magnifiers; larger print; screen magnifier; screen magnification software, and braille materials. Independent living skills and social skills. Close links with parents and specialist professionals. Resources and overlays session enlarging work, homework etc Close links with class teachers to check seating plans are in place. Students will be placed to the front of the classroom away from light and near the board allowing social interaction with their peers. Create action plans. Expected Outcomes: Student’s needs met and teachers notified of successful procedures. Dependant on the individual needs of the student. Assessment: On-going observations from internal staff. School nurse could contact personal GP and family if appropriate. On-going observation. Strategies from visual support team if required.
SUPPORTING STUDENTS THROUGH SEND SPECIFIC INTERVENTION PROGRAMMES SUPPORT INTERVENTIONS: WRAT Brief Summary: The WRAT is a norm-referenced test that measures the basic academic skills of word reading, sentence comprehension and spelling. This test is designed to see if individual students are entitled to receive a reader, writer or extra time in exams. Details: The WRAT test includes the following three subtests: Word Reading - Measures letter and word decoding through letter identification and word recognition. Sentence Comprehension - Measures an individual's ability to gain meaning from words and to comprehend ideas and information contained in sentences. Spelling - Measures an individual's ability to encode sounds into written form through the use of a dictated spelling format containing both letters and words. Expected Outcomes: To identify important fundamental academic skills. To produce formal identification of learning or cognitive disorders. Identify individual students who need to be evaluated more thoroughly for academic problems. Administration time for this test varies depending upon the age, skill and behavioural style of the individual being tested. However, administration time is usually between 30 and 45 minutes. Assessment: After completion of the WRAT test, the test will be marked which will allow us to see if the individual is entitled to any extra provision during exam periods (reader, writer and extra time).
Mounts Bay Academy, Boscathnoe Lane, Heamoor, Penzance, Cornwall TR18 3JT E: email@example.com | T: 01736 363240 | F: 01736 352326
You can also read
NEXT SLIDES ... Cancel