Every student, Every School
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Transcript of Every student, Every School
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Every student, Every SchoolLearning Support Team at Epping Boys High School
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It is everyone’s responsibility to • Make reasonable adjustments that meet
students needs• Provide quality learning experiences
irrespective of a students ability.
PUBLIC SCHOOLS NSW WWW.SCHOOLS.NSW.EDU.AU
Learning and Support
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The Commonwealth Disability Standards for Education 2005 covers the following five areas:
– enrolment, parent choice– access and participation– curriculum development, accreditation and delivery– student support services– elimination of harassment and victimisation
Disability Standards for Education
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Disability Standards for Education
The Standards require schools to treat students with disabilities on the same basis as students without disability.
The Standards include obligations for making reasonable adjustments to the student’s learning program and /or learning environment.
Students with disability and their parents must be consulted on the personalised adjustments that will be provided.
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Schools and teachers must be able to:
recognise each student’s abilities, strengths and needs
respect each student’s individual difference
respond to each student’s learning and support needs
Disability Standards for Education
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PUBLIC SCHOOLS NSW WWW.SCHOOLS.NSW.EDU.AU
• Every student with a disability has a right to a high quality education
• Every classroom teacher should have the skills and support to teach every student
• Improved opportunities for professional learning
• Specialist teachers in every school• Make it easier for school to make
adjustments
Every Student Every School
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PUBLIC SCHOOLS NSW WWW.SCHOOLS.NSW.EDU.AU
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Learning and Support
Learning and Support at Epping is made up of two main components:• Autism Unit • Learning and Support
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The Autism Unit
Discrete, specialised classes within the mainstream setting with the long term aim of integration. A regional resource available to students across the region.
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Learning and Support
A responsibility of the whole school and every teacher. Includes understanding the needs of students and making appropriate adjustments. Accessing specialist teachers such as LAST, ESL, and support personnel such as the SLSO, (School Learning & Support Officer) or teachers aides.
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LAST – role statement• Provide direct timely specialist assistance to students in
regular classes with additional learning and support needs and their teachers.
• The role will reflect the• Needs of individual students• School priorities and programs
• Work using a collaborative and consultative approach to • actively involve parents and students and • support classroom teachers
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LAST – role statement
plan
evaluate
implement model
monitor
collaborative
Direct support
Professional advice
mentoring
consultativeAssist teacher prof…
learning
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Learning Support Team• A Learning Support team is functioning with a range of staff
representatives who will liaise with the various faculties.
Faculty LS Team liaison
English Ralph
Maths Seddique
Science Maria
History Sue
Social Science Louise
PDHPE Simon
IT/CAPA Pete
Industrial Arts/ Languages Ian
Learning Support Lesley
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Accessing Learning Support at Epping
Teacher
Faculty
Learning Support Team
Region
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Level 1 - TeacherIf you notice a student in your classroom that you think requires support:• Make a note in your diary about the issues affecting the
student• Record any adjustments that you make to assist the student
(e.g. moving to the front of the room, providing simplified worksheets)• Send an email to the Year Advisor and School Counsellor to
see if they have any additional information• Refer to the student profiles on STAN.
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Level 1: Teacher
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In many cases after you make the required adjustments for the student you will see that the student can achieve the course outcomes. It may be a more basic level than other students, but hopefully you will be able to gradually remove the scaffolding and extra support as time progresses.
What if the problem continues?
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Level 2 - Faculty
If the student continues to struggle:• Refer the student to your Head Teacher. • Hold a “Wrap Around”. As a faculty discuss ways to help
this student and come up with a set of strategies to put in place.• Continue to record adjustments that you make.• Send an email to the Learning and Support Team• Consider having a meeting with the student’s parents.
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Level 2: Faculty
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After you have implemented the faculty-suggested strategies you should see some improvement in the student’s performance.
What if the problem continues?
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Level 3 – Learning Support TeamIf the student is still not coping with the level of work:• Make a formal referral to the Learning Support Team
using the form on the Student Well Being tab of the intranet.• A case manager will be appointed.• The teacher will be asked to attend a meeting regarding
the particular student• The Learning Support Team will develop strategies and
initiatives to be used.• Parents will be consulted.
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Level 3: Learning Support Team
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What if the problem continues?
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Level 4 – Regional Support
If the problem continues assistance will be sought from:• The Regional Assistant Principals of Learning and Support• Regional consultants• External agencies• Schools for Specific Purposes, (SSP)
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Level 4: Regional Support
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Relevant documents
The Commonwealth Disability Standards for Education 2005http://foi.deewr.gov.au/documents/disability-standards-education-2005
Every Student Every School websitehttp://www.dec.nsw.gov.au/every-student-every-school
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Thank you for listening