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Board of Trustees

Board of Trustees

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    Senco inclusion3 bot Senco inclusion3 bot Presentation Transcript

    • Inclusive Education School Planning – Supporting Learners with Special Education Needs/planning & reporting (Version: October 2012: Ministry of Education)
    • Purpose This resource is for Boards of Trustees to help them prioritise their aspirations for learners with special education needs, including setting strategic goals and aims, and annual targets in their charters to support the presence, engagement and achievement of these learners in their school. Boards can use this resource to: Support their planning for a fully-inclusive school Build confidence in providing ethical, inclusive leadership Meet the community’s expectations for learners with special education needs Meet the board’s legal responsibilities.
    • Setting the Scene •National Administration Guidelines •Inclusive School •School Charters •The Planning & Reporting Cycle •Special Education Context •Learners With Special Education Needs •Special Education Needs Register •Defining Special Needs
    • National Administration Guidelines The National Administration Guidelines (NAG1) require all boards to identify learners with special education needs and ensure teaching and learning strategies are developed and implemented to meet those needs. Each Board, through the principal and staff, is required to: (c) on the basis of good quality assessment information, identify students and groups of students: •who are not achieving; •who are at risk of not achieving; •Who have special needs (including gifted and talented students); and aspects of the curriculum which require particular attention; (d) Develop and implement teaching and learning strategies to address the needs of students and aspects of the curriculum identified in (c) above.
    • Inclusive Schools Inclusive schools ensure ALL learners, including those with special education needs, come to school (attend), enjoy school (engage), participate and achieve. Inclusive schools provide high-quality education tailored to suit the individual needs of learners. They are safe, respectful learning environments. Boards of inclusive schools lead by example and set high standards for themselves and their school community. Trustees work together and with their principals and staff to understand and use inclusive practices. They are skilled at developing school cultures of continuous improvement through ongoing self review. Boards of inclusive schools are prepared to develop their confidence and understanding of inclusive schools in inclusive practices – and show ethical leadership in this area.
    • School Charters The charter is the board’s key planning document and the basis for all board activity. It is a document for the school and its parents’ families and whanau which reflects the school’s and community’s goals and aspirations for the learners at the school. The charter should reflect the Government priorities as set out in the National Education Guidelines and the National Administration Guideline and is the basis of the board’s interaction with the Ministry.
    • The Planning and Reporting Cycle interaction with the Ministry. Learners with special education needs are a key priority group and should be reflected in a school’s charter. In this way the school community, including teachers, learners, parents, families a n d whānau will know: what the board wants to achieve for learners with special education needs how the board intends to achieve the outcomes for these learners, e.g., planned actions and resourcing what success will look like for learners how the board will evaluate and assess its progress towards meeting its charter aims and targets. The planning and reporting cycle The school charter is an important document in a school’s planning and reporting cycle. The diagram below outlines this cycle and shows how the different parts fit together. The annual charter update, AoV and NAG2A (Years 1-8) reporting To be submitted to the Ministry by 1 March The annual report To be submitted to the Ministry by 31 May Planning Reporting Implementing and monitoring Reviewing It is important that the school community is involved in the planning stage to ensure that the charter reflects their aspirations for their learners. Boards of Trustees have overall responsibility for charter development. It is the board’s plan for the year and the board must sign it off. The board should ensure that it provides a clear focus for improvement, particularly in teaching and learning for all learners, particularly the priority groups of learners. It is the role of Boards of Trustees to monitor the school’s progress ag ainst th e school’s charter ai ms and to submit an
    • Special Education Context All Boards of Trustees are responsible for helping achieve the goal of 80% fully inclusive schools by 2014. Boards are expected to welcome and include all learners in their schools, irrespective of learners’ needs and abilities. The Education Review Office also evaluates and reports on schools’ progress towards full inclusiveness. Learners with Special Education Needs Boards of Trustees know that every learner enrolled at their school is different and comes to school with different needs, strengths and abilities and different challenges and sensitivities.
    • Special Education Needs Register   All Boards of Trustees are responsible for ensuring their school has a special education needs register. The board and principal need to decide who will be on it and identify the resources the board will use to support each child or young person on the register.
    • Describing Special Education Needs Learners working at or above the curriculum level for their age Learners who need teaching adaptations and /or need individualised support to access the curriculum and achieve at or above the curriculum level. These learners may use Braille or NZ Sign to access the curriculum or they may use assistive equipment and need the classroom adapted to support their learning.They are also likely to have access to a range of special education services and resources. Learners struggling to work at their curriculum level for their age These learners need effective teaching and accelerated teaching programmes to access the curriculum and achieve at the curriculum level for their age. These learners are likely to need short term access to some special education services and resources. Learners working at level one of the curriculum for most (possibly all) of their schooling These learners are likely to have IEPS or similar plans and work within level 1 of curriculum throughout their schooling. They are also likely to have access to ORS or extended RTLB service. (Were referred to SLS now HLN – High Learning Needs)
    • Prioritising Special Education in a School Charter Introductory Section Strategic Section Annual Section Setting Targets for Special Education Self-review questions Reporting Back to the Community Analysis of Variance Support and Information
    • What is needed to ensure all schools in the Cluster are more inclusive? Know what the schools aims are Be supported by SENCO Professional Development Including the development of Special Needs registers. RTLB Liaison to support and collaborate with schools