Post on 07-Jun-2018
transcript
Mahogany Rise Primary School
GOAL SETTING
I can:
Adapt a growth mindset regarding how I work
Take on new learnings to develop my practice in
the area of whole class intervention
Network and share in order to develop my own
and other’s practice in the area of whole class intervention
Context of the school
• Small school (148)
• Low SES
• High numbers of students exposed to trauma
risk (mental health issues, domestic violence,
substance abuse, alcohol abuse, neglect
etc.)
• Students requiring support travel to the
school from other areas of Melb
• High ASD/ADHD/ODD population
• High number of students medicated (ADHD,
mental health, sleep, continence)
• Over 90% of students entering the school
score below the normal range on one or
more of the language areas tested
Total enrolments 148
Girls 69
Boys 79
Full-time
equivalent
enrolments
148
Indigenous
students 4%
Language
background
other than
English
16%
Students
My School Website Info
Student background
Bottom
quarter
Middle
quarters
Top
quarter
School
Distribution62% 28% 9% 1%
Australian
Distribution25% 25% 25% 25%
THE % OF STUDENTS IN THE SCHOOL POPULATION WHO
HAVE EXPERIENCED THE EFFECTS OF EACH
ENVIRONMENTAL TRAUMA RISK FACTOR IN THE PAST OR
PRESENT.
PERCENTAGE OF STUDENTS EXPOSED
TO NUMBER OF TRAUMA RISKS
20%
7%
18%
6%5%
13%
12%
8%
6%
3% 2%
PERCENTAGE OF STUDENTS
0 t 1t 2t 3t 4t 5t 6t 7t 8t 9t 10t
STAFF ARE TRAINED TO: Provide predictability:
Rigour and routine
Whole school behavior plan linked to values
Visual flow timetables and flow charts in all classes
Set structure for sessions – mini-lesson (explicit teaching), group or individual work, sharing/reflection time
Teach self regulation
Calming strategies
Explicit teaching about the brain
Mindfulness/meditation/yoga
Relationships
Emphasis on the importance of developing bonds with students
Provision of mentors and role models
Provide individualized programs that encourage engagement of the cortex (oral language program)
Focus on metacognition
Instructional model with explicit teaching
Individualised learning with scope and sequence for goals
HISTORY OF THE PROGRAM
Began with prep students in 2008. Included explicit teaching of PA,
expressive and receptive language
Comparison with control school in 2010 demonstrated significant
improvement of treatment group compared to the control
Became a whole school program in 2012 after it was discovered
through normed assessment that student’s language results
plateaued after leaving the program
Is now integrated into the curriculum and planning at all levels
Plan to work with Melbourne University to assess Secondary students to ascertain language trajectory after the program – this year
systematic review of current research
AIMS AND STRUCTURE OF PROGRAM
Expectation is that all students are capable learners and that staff are held accountable for student learning
Improve students outcomes
Imbed evidence based practice
Individualise students’ learning with ongoing analysis of data to inform teaching and to hold staff accountable
Built in to PDP
Build teacher excellence in practice – coaching model
PD
Model
Observation
Feedback
LANGUAGE PROGRAM
STRUCTURE: ASSESSMENT
Assessment:
All students assessed and tracked using the
following:
CELF4 – UP, CFD, FS (Currently transition to CELF5)
ERRNI – narrative information
SPAT – PA
Assessed at least once a year
Use speech pathology students and trained aides to
assist with assessments
Data is analysed and used for planning for whole school, classes and individual students
LANGUAGE PROGRAM STRUCTURE:
PLANNING Evaluated as part of the whole school review every 4 years
Yearly goals and strategies written into the AIP
Speech pathologists, teachers and literacy coordinator plan each term to target language goals in oral language sessions and to integrate oral language goals into literacy plan
Plans are based on data and needs of students
Plans are evaluated weekly through observation of student achievement and needs
Scope and sequence for all areas of language that link to the Victorian Curriculum are provided to use for planning and evaluating student progress(www.languageintheclass.com)
Resources provided by speech pathologist (www.languageintheclass.com)
AREAS TARGETED IN ORAL
LANGUAGE
Phonemic awareness
Receptive language
Expressive language
PHONEMIC AWARENESS
Westerfeld and Barton
High number of graduate teachers that cannot
identify all sounds in words
Only 3% could identify second sound in 80% or
more of words on test (44.4% of speech pathologists)
10.3% could identify number of sounds in 80% or
more of words on test (63% of speech
pathologists)
Number word Letters Sounds
1
2
3
4
5
6
7
8
9
10
queen (5, 4)
box (3, 4)
freight (7, 4)
brain (5, 4)
switch (6, 4)
laughed (7, 4)
drift (5, 5)
thrill (6, 4)
streets (7, 6)
screamed (8, 6)
THE PROGRAM
Phonemic awareness and phonics
Synthetic phonics program for prep – Jolly phonics (some cued artic integrated into actions)
10 min daily ‘word chat’ for all classes includes – syllabification, segmenting, blending, air-writing (visualistion of letters/syllables/words), (meaning, word families, manipulation) – see PA scope and sequence
Half hour session with speech pathologist each week in all classes with a spelling focus (eg. c/k/ck) – see spelling scope and sequence
Students below the 25th %ile provided with intervention in small groups or individual speech therapy session
WORD CHAT CHECK LIST
Tap syllables
Segment syllable into sounds
Find vowel sounds on vowel chart
Match letters to sounds
Air-write and visualise
Name letters seen
Manipulate sounds and letters
Find word groups
Identify
• spelling patterns
• grammar links (suffixes)
• links to meaning (prefixes)
Blend sounds to make a syllable
THE PROGRAM
Receptive language
High focus on metacognition – thinking about thinking and how we comprehend and learn
Explicit teaching of
language concepts and vocabulary
auditory memory strategies including picking out key words, visualisition, making connections
strategies for inferring
Exploration of
schema and different perspectives
character feelings and intentions (in narratives)
how new information can alter meaning
Conversation breakdown and repair
Lots of focus on goal setting and reflection
Linked to language songs in junior school
How are you learning?
Maintaining alertness
Memory strategies/aids
Links/applications being made
Changes to schema – willingness to challenge
previous ideas
Rules, patterns or structures that can be
applied/used as tools
Questioning
All about working on goals, not about
completing tasks
METACOGNITION AND REFLECTIVE
PRACTICE
THE PROGRAM
Expressive language
Explicit teaching of
grammatical structure (grammar S&S)
pragmatic language skills (emotions, compliments, following rules, requests etc)
narrative structure
vocabulary for expressing emotions
vocabulary for expressing opinions and negotiation
Lots of talking time – practise making sentences
High focus on the use of connectives and expanding vocabulary
Grammar used in oral language linked to text type (e.g. Tense)
Supported by VCOP in writing
Whole school view of the need to have talking time (example share with partner, interactive writing etc.)
Oral language focus in incursions/excursions – encouraging discussion both during activity and in retell
Linked to language songs in junior school
INSTRUCTIONAL MODEL
Mini-lesson
Introduce goals/learning intention (clearly displayed and discussed with students)
Make links to learning in other subjects and to relevance of skill for life application
Explicit teaching of ‘how’ learning intention is to be achieved, strategies, supports and contingencies up
Whole class practice of group activity
Group practice
Practise skill in groups/pairs, targeting learning intention
Reflection
Students discuss how they went with learning intention
Discuss thinking process/strategies that were useful
Students feedback on their experience of the session
Make links to learning in other subjects and to relevance of skill for life application
Discuss future goals
WHOLE SCHOOL GROWTH – 5 YEARS
RECEPTIVE LANGUAGE
0
10
20
30
40
50
60
70
80
end
2011
end
2012
end
2013
end
2014
end
2015
end
2016
Pe
rce
ntile
Concepts and following directions
MRPS
10th %ile
25th %ile
75th %ile
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
20112012 20122013 20132014 20142015 20152016
Concepts and following directions
below 10th%ile between 10th and 25th%ile
normal range above 75th%ile
Whole School Growth – 5 years
Receptive language
0
10
20
30
40
50
60
70
80
2011 2012 2013 2014 2015 2016
pe
rce
ntile
Growth for whole school understanding
paragraphs
MRPS
10th %ile
25th %ile
75th %ile
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
20112012 20122013 20132014 20142015 20152016
Understanding paragraphs
below 10th%ile between 10th and 25th%ile
normal range above 75th%ile
WHOLE SCHOOL GROWTH – 5 YEARS
EXPRESSIVE LANGUAGE
5
15
25
35
45
55
65
75
85
2011 2012 2013 2014 2015 2016
Pe
rce
ntile
5 year growth narrative production
MRPS
10th %ile
25th %ile
75th %ile0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
20112012 20122013 20132014 20142015 20152016
Narrative
below 10th%ile between 10th and 25th%ile
normal range above 75th%ile
0
10
20
30
40
50
60
70
80
2011 2012 2013 2014 2015 2016
Pe
rce
ntile
5 year growth formulating sentences
(grammar)
MRPS
10th %ile
25th %ile
75th %ile
WHOLE SCHOOL GROWTH – 5
YEARS
EXPRESSIVE LANGUAGE
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2011 2012 2012 2013 2013 2014 2014 2015 2015 2016
Formulating sentences
below 10th%ile between 10th and 25th%ile
normal range above 75th%ile
WHOLE SCHOOL GROWTH – 5 YEARS
PHONEMIC AWARENESS
0
10
20
30
40
50
60
70
80
2011 2012 2013 2014 2015 2016
Pe
rce
ntile
5 year growth phonemic awareness
MRPS
average
%ile
10th %ile
25th %ile
75th %ile 0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
20112012 20122013 20132014 20142015 20152016
Phonemic Awareness
below 10th%ile between 10th and 25th%ile
normal range above 75th%ile
NAPLAN
CASE STUDYNeena (Not real name)
Background
- Lives with mother
- Exposure to violence in the home in the past
- Mother diagnosed with depression
- English speaking background
Starts school
Entered prep with single word utterances and very low vocabulary
Knew only a few nouns and verbs
Did not know simple body parts (such as head)
Could not understand simple directions
Cried regularly at school
Scores for both receptive and expressive language were in the 40s. Performance IQ was normal.
NEENA’S OUTCOMES
Grade 2
•Confidence - confident in solitary play and math, but not in conflict resolution or reading and writing
•Language scores – mild to moderate range
•Friendships - often chooses to play alone
•Academic ability – good at math, difficulty reading and writing due to poor PA, but great with sight words
Grade 5:
•Confidence – confident in all aspects of learning and friendships
•Language scores – within the normal range in all areas
•Friendships – plays with peers in imaginative, vocal games
•Academic ability – scored within normal range in NAPLAN results for all areas, except math where she scored above the normal range
CHALLENGES
Staff buy in – what’s in it for them?
Keeping up with current class programs and
curriculum
Staff accountability – PDP, results (eg. Moving
from modelling to observation)
Roles and responsibilities (who is in charge of
behaviour etc)
Stigma re: SLPs role in schools
HOW CAN THIS BE OF USE TO
YOU?
Support beyond our school
Scope and sequence with resources on
www.languageintheclass.com
Whole class language interest group meets once
a term (details available at
www.languangeintheclass.com)
Questions and comments:
thuan.pamela.j@edumail.vic.gov.au
WHAT ELSE WE (MRPS) NOW PROVIDE
At our school and beyond:
Pediatrician
Registrar
OT
Wellbeing officer – links to outside services
Lawyer
Psychologists
Social worker
Breakfast and lunch with full kitchen facilities
Links to secondary college
After school programs (dance, bike repair, sports etc.)
Volunteers through Ardoch (eg. Science, Art and Math programs)
Parent engagement officer
HADIL (Holistic Approach for Developing Individual Learner) – includes self regulation, self esteem, physical/mental/emotional wellbeing
Overseas experiences
Work with Frankston North kinders/childcare
Oral language program for all of Frankston kinder/foundation including parent information
Future plans for Frankston North hub