SURVIVAL STRATEGIES FOR SECONDARY STLA’S

Role of the STLA

How are students identified to be on the STLA caseload?

• DET funded students• Testing NAPLAN / TORCH / Focused Assessments• Feeder School information• Previous School information for transferred students• Counsellor reports• Parents• LST• Team Teaching • Executive or Class Teachers

• Role Statement Handout

Organisation and Administration

What processes and documentation help with time management and communication?

STLA Program Outcomes• To assist with the identification and assessment of students with learning

difficulties, including those with mild intellectual disabilities and language disorders.

• To make information available to staff concerning the specific needs of identified students.

• To provide students with strategies which will help them to become more independent learners in the mainstream class setting.

• To assist teachers to meet the needs of LD students through curriculum adjustments, accommodations, Personalised Programs and Life Skills courses.

• To support School Learning Support Officers (SLSO) working with funded students.

• To provide avenues for involvement of parents/ carers in the planning of educational outcomes for their children.

• To provide literacy and numeracy support across the KLAs.• To liaise with members of the Learning Support Team regarding referrals

and programming priorities.• To support literacy/ numeracy programs for Aboriginal and ESL students.

STLA Program

OverviewTerm 1

Finalise Peer Tutor organisationPlanning meetings – Invite parents and Area office staffCommence LST meetingsSpecial Provisions applications – commence testingTerm 2NAPLAN organisationUpdate PP and LS reportsPost school applicationsTerm 3Wide reading programFunding support applicationsGather LS outcome profilesTerm 4Year 8 Tutorial nominations to LSTCatch up programTransition program for 2010

STLA Program Headings• Classes supported & programs delivered

Year 8 Tutorial group• Curriculum

Modified assessment tasks and assignments for teachers across all KLA’s as requested• Assessment

Focused assessments for all students scoring 1 or 2 on TORCH• Communication

Liaison with School Counsellors – referrals and follow up• Vocational

“Links” vocational support program implemented for eligible students• Training and Development

STLA Network meeting on NAPLAN and Mind Matters workshop• Welfare

Transition programs implemented for new students • Team Members

STLASLSO

• Evaluation

Tracking of students on caseloadLST Matrix

Student Name Year Class/Cover Comments

John Smith 7 7SCV –Brown

7MAV – Collins

7TEA – Robinson

7ATV – Blake

7ENV – Shaw

7MUV – Fisher

7JAV – Kerr

7GEV – Smith

Autism

Learning difficulties

Mark Citizen 10 10FTB – Franks

10SCE – Fall

10END – Locke

10MAF – Regan

10GEY - Dell

Down Syndrome

Requires

accommodations

and adjustments.

Life Skills courses in all KLAs

Student name Action CommentJohn Smith Allocation of LSO to be reviewed.

Review of funding

Special Provisions application to be completed

Refer to Job Coach

Mark Citizen HSC subject selection to be investigated

Work Experience to be organised

Discuss with English teacher scaffolding

Nathan Brown Revise use of on screen keyboard and wireless mouse

Monitor feeding menu and continue meal plan

Counselling when required

Summary of Plans and Review Meetings

Assessment Results Spreadsheet

Year 7 2009

NAPLAN Focused Assessment

Name TORCH Reading Writing Spelling Grammar Overall CWPM Acc Comp

John Smith 1 6 5 5 6 5 86 98 84

Mark Citizen 8 9 8 7 8 8

Nathan Brown 2 5 6 6 5 5 72 93 68

Josh Friend 1 4 4 4 4 4 45 55 42

Relay of information to staff on Intranet via powerpointStudent Profiles

John CitizenAutism

Tasks will need to be modified. One step instructions. Lots of repetition.Stage 1-2 for reading. Comprehension stage 1.Numeracy – late stage 1, early stage 2. Concrete materials needed.Rocks, vocalizes.No homework will be completed.

“Time out” to be given in class – a booklet has been produced for this purpose. Likes to draw and complete activity sheets.Will need help with organisation.

Will require monitoring during breaks as he willfossick in bins for food.Needs supervision when crossing roads.

Other

• Training and Development of staff

- Accommodations and Adjustments

- Life Skills Curriculum

• Welfare Committee

• LST

In school programs

Collaborative teaching

Year 8 Tutorial class

Peer Tutor

Year 7 Reading program

Catch up

Parent Reading program

Senior Volunteer Mentor program

Special Provisions

Alternative timetable

Research strategies

Vocational LINKS / VET