• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Power Point Presentation
 

Power Point Presentation

on

  • 1,703 views

SPELD Presentation

SPELD Presentation

Statistics

Views

Total Views
1,703
Views on SlideShare
1,701
Embed Views
2

Actions

Likes
1
Downloads
0
Comments
0

1 Embed 2

http://www.slideshare.net 2

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Power Point Presentation Power Point Presentation Presentation Transcript

    • NON–CATEGORICAL APPROACH TO TEACHING CHILDREN WITH LEARNING DIFFICULTIES Jenny de Jonge (MA Spec.Ed.) Director Centre for Learning and Excellence www.centreforlearningandexcellence.com.au © Centre for Learning and Excellence 2008
    • WELCOME • An Outline of ‘Best Teaching Practice’ based upon the Non- Categorical Approach which is about providing ‘best’ teaching and ‘best’ learning opportunities. • Recognising Learning Difficulties and factors that influence identification. • Centre for Learning and Excellence Model which is based on “Best Teaching Practice”. • Learning Difficulties – what can you do? Early diagnosis and Experts © Centre for Learning and Excellence 2008
    • 1. NON-CATEGORICAL APPROACH • Optimising teaching and learning for all students • Based on ‘Best Teaching Practice’ and comprises two main elements: Effective Instruction Optimising the Learning Environment © Centre for Learning and Excellence 2008
    • 2. BEST TEACHING PRACTICE 2.1 EFFECTIVE INSTRUCTION 2.2 THE LEARNING ENVIRONMENT © Centre for Learning and Excellence 2008
    • 2. BEST TEACHING PRACTICE 2.1 EFFECTIVE INSTRUCTION 1. Initial Assessment 2. Specifying Learning Skills 3. Instructional Planning 4. Measurement and Recording Systems 5. Evaluation Procedures © Centre for Learning and Excellence 2008
    • 2. BEST TEACHING PRACTICE 2.1 EFFECTIVE INSTRUCTION 1. Initial Assessment What the student knows and the starting point for teaching is identified through: • Formal and diagnostic assessment • Program placement tests © Centre for Learning and Excellence 2008
    • 2. BEST TEACHING PRACTICE 2.1 EFFECTIVE INSTRUCTION 2. Specifying Learning Skills The What, the How and the When • What is to be learned • How it is learned • When it is learned • Entry skills needed to start learning A learning skill is defined as learning that students can acquire through teaching and master through practice. © Centre for Learning and Excellence 2008
    • 2. BEST TEACHING PRACTICE 2.1 EFFECTIVE INSTRUCTION 3. Instructional Planning • Use of structured material • Direct instruction • Frequent student feedback • Questioning techniques • Concept teaching and other teaching strategies • Modification of teaching on the basis of individual needs • Task analysis © Centre for Learning and Excellence 2008
    • 2. BEST TEACHING PRACTICE 2.1 EFFECTIVE INSTRUCTION 3. Instructional Planning TASK ANALYSIS • What does the student need to know in order to learn this skill? • What materials are available to teach this skill? • When does student mastery of this skill occur? • The need to modify teaching through practice to achieve learning mastery. © Centre for Learning and Excellence 2008
    • 2. BEST TEACHING PRACTICE 2.1 EFFECTIVE INSTRUCTION Measurement & Recording Systems 4. 1. Dependent Measurement 2. Direct Recording Systems © Centre for Learning and Excellence 2008
    • 2. BEST TEACHING PRACTICE 2.1 EFFECTIVE INSTRUCTION Evaluation Procedures 5. 1. Continuous Measurement 2. Non-continuous Measurement © Centre for Learning and Excellence 2008
    • 2. BEST TEACHING PRACTICE 2.2 THE LEARNING ENVIRONMENT 1. Student Engaged Time 2. Quality of Teaching 3. Classroom Climate © Centre for Learning and Excellence 2008
    • 2. BEST TEACHING PRACTICE 2.2 THE LEARNING ENVIRONMENT 1. Student Engaged Time • Variation • Effective use of timetable – activities that are relevant, varied and interesting © Centre for Learning and Excellence 2008
    • 2. BEST TEACHING PRACTICE 2.2 THE LEARNING ENVIRONMENT 2. Quality of Teaching Direct instruction involves: • Proactive teaching • Assessment of student progress • Positive corrective feedback • Assistance and involvement with student practice that leads to the achievement of that skill © Centre for Learning and Excellence 2008
    • 2. BEST TEACHING PRACTICE 2.2 THE LEARNING ENVIRONMENT 3. Classroom Climate • Emphasis on teaching, management skills for organising teaching, and employing monitoring techniques • Teachers’ variables – personality, communication skills, confidence – are also part of the equation • Positive and encouraging teaching, that assists and supports learning, enhances a student’s opportunity to respond and achieve © Centre for Learning and Excellence 2008
    • 3. RECOGNISING LEARNING DIFFICULTIES 3.1 WHAT IS A LEARNING DIFFICULTY? 3.2 FALLING THROUGH THE NET © Centre for Learning and Excellence 2008
    • 3. RECOGNISING LEARNING DIFFICULTIES 3.1 WHAT IS A LEARNING DIFFICULTY? 1. Reading age (RA) discrepancy 2. Reading performance variation 3. Teacher expectation © Centre for Learning and Excellence 2008
    • 3. RECOGNISING LEARNING DIFFICULTIES 3.1 WHAT IS A LEARNING DIFFICULTY? 1. Reading Age Discrepancy Table 1: Sliding Scale Grades RA Discrepancy (CA-RA) 1- 2 - 6 months 3–4 - 1 year 5–6 - 1.6 years Reading ages may vary according to the reading discrepancy stated, that is, difference exceeding chronological age. © Centre for Learning and Excellence 2008
    • 3. RECOGNISING LEARNING DIFFICULTIES 3.1 WHAT IS A LEARNING DIFFICULTY? 1. Reading Age Discrepancy Table 2: Year 4 Normal Distribution Optimum Learning Year 3 Year 4 Year 5 +12 months -12 months +12 months © Centre for Learning and Excellence 2008
    • 3. RECOGNISING LEARNING DIFFICULTIES 3.1 WHAT IS A LEARNING DIFFICULTY? 1. Reading Age Discrepancy OPTIMUM LEARNING • Students are able to do all of the work given, due to their level of proficiency (learning and practice of that learning) • Students benefit from the extended curriculum (further practice) • Students therefore benefit from an optimum learning experience © Centre for Learning and Excellence 2008
    • 3. RECOGNISING LEARNING DIFFICULTIES 3.1 WHAT IS A LEARNING DIFFICULTY? 2. Reading Performance Variation • Basic reading skills • Comprehension skills © Centre for Learning and Excellence 2008
    • 3. RECOGNISING LEARNING DIFFICULTIES 3.1 WHAT IS A LEARNING DIFFICULTY? 2. Reading Performance Variation: BASIC READING SKILLS Example 1: Basic Reading Skills From a concerned teacher to parent Child aged 7 years 4 months On the South Australian Spelling Test your child scored 29 - an age equivalent of 8.2 years. On a diagnostic test your child was unsure of these digraphs: oy, a_e/ai, oa/o_e and rules 'ck' after a short vowel, and double z oy, a_e/ai, oa/o_e - 'zz' after a short vowel. A good knowledge of other digraphs and blends in zz' spelling, as in her reading. © Centre for Learning and Excellence 2008
    • 3. RECOGNISING LEARNING DIFFICULTIES 3.1 WHAT IS A LEARNING DIFFICULTY? 2. Reading Performance Variation: BASIC READING SKILLS Table 3: Basic Reading Skills Reading Age Reading Skills (Years & Months) Months) 5.00 Short vowels 5.06 Consonants 6.00 Blending, ck 7.00 Initial 2 consonant blends 7.06 Simple suffixes, 3 consonant blends 8.00 Long vowels 8.06 Silent e, contractions 9.00 Vowel digraphs e.g. ou/ow, au/aw ou/ ow, -r controlled vowels, long vowels with ‘r’, additional simple suffixes, difficult consonants plus ‘c’, ‘g’ 9.06 Silent letters, silent letter exceptions, contractions, compounds compounds 10.00 Syllabification,-le, Syllabification,- 10.06 Prefixes, suffixes 11.00 Odd sounds, Latin roots © Centre for Learning and Excellence 2008
    • 3. RECOGNISING LEARNING DIFFICULTIES 3.1 WHAT IS A LEARNING DIFFICULTY? 2. Reading Performance Variation: BASIC READING SKILLS Table 4: Phonetically Predictable Words PHONETICALLY PREDICTABLE WORDS YEAR 1 READING AGES CVC words – e.g. ram 6.2 - 6.4 CCVC words – e.g. tram 6.4 – 6.6 CVCC words – e.g. sank 6.4 – 6.6 CCVCC words – eg. stamp 6.7 – 6.8 C – consonant V - Vowel © Centre for Learning and Excellence 2008
    • 3. RECOGNISING LEARNING DIFFICULTIES 3.1 WHAT IS A LEARNING DIFFICULTY? 2. Reading Performance Variation: COMPREHENSION SKILLS Example 2: Basic Skill Knowledge These 1st Graders have indicated that they can read well enough, but could not comprehend well enough. Don’t change horses until they stop running. • You can’t teach an old dog new math. • The pen is mightier than the pigs. • A penny saved is not much. • If at first you don’t succeed, get new batteries. • © Centre for Learning and Excellence 2008
    • 3. RECOGNISING LEARNING DIFFICULTIES 3.1 WHAT IS A LEARNING DIFFICULTY? 2. Reading Performance Variation: COMPREHENSION SKILLS Table 5: Comprehension Skills COMPREHENSION SKILLS APPROPRIATE READING AGES RECALL R.A. 6 – 7 years 1. Remember words 2. Remember people 3. Remember events 4. Internalise if useful or vivid 5. Answers questions – Who? When? Where? INTERPRETATION R.A. 7 – 8 years 1. Know ideas 2. Know relationships 3. Summarize main information 4. Answer questions – What? Why? How? © Centre for Learning and Excellence 2008
    • 3. RECOGNISING LEARNING DIFFICULTIES 3.1 WHAT IS A LEARNING DIFFICULTY? Table 5: Comprehension Skills…cont EXTRAPOLATION R.A. 8 – 9 years 1. Extend ideas 2. Infer conclusions 3. Draw conclusions 4. Answer questions – If this or? What caused? But if? EVALUATION R.A. 9 – 10+ years Objective 1. Know – accuracy 2. Know – logic reasoning 3 Answer fact or opinion or fiction or non-fiction non- Subjective 1. Give own connotation 2. Give intensiveness of interest or disinterest 3. Answer like or dislike because © Centre for Learning and Excellence 2008
    • 3. RECOGNISING LEARNING DIFFICULTIES 3.2 FALLING THROUGH THE NET Figure 1: The Learning Ladder Optimum learning Optimum learning Grade average Grade average Competency level Competency level © Centre for Learning and Excellence 2008
    • 3. RECOGNISING LEARNING DIFFICULTIES 3.2 FALLING THROUGH THE NET Table 6: Year 5 student with identified learning difficulty Optimum Learning Chronological Age 8.9 10.3 11.9 Year 2 Year 3 Year 4 Year 5 Year 6 •Written comprehension •Verbal comprehension •Word identification •Speed of writing (graded words) •Word accuracy •(graded text) •Spelling +18 months -18 months ACCELERATION TIME Total = A + T © Centre for Learning and Excellence 2008
    • 4. CENTRE FOR LEARNING AND EXCELLENCE MODEL 4.1 INITIAL ASSESSMENT 4.2 ANALYSIS OF RESULT 4.3 TAILOR INDIVIDUAL PROGRAM 4.4 SEQUENTIAL TEACHING 4.5 TEST SKILLS FOR MASTERY 4.6 PROVIDE SKILL PRACTICE 4.7 PROGRESS TO NEXT SKILL © Centre for Learning and Excellence 2008
    • 4. CENTRE FOR LEARNING AND EXCELLENCE MODEL Figure 2: CLE Model Initial Initial Assessment Assessment Analyse Analyse Results Results Tailor Individual Tailor Individual Program Program Sequential Provide Sequential Provide Teaching Skill Practice Teaching Skill Practice Test for Skill Test for Skill Mastery Mastery Progress to Next Progress to Next Skill Skill End of Year / Exit End of Year / Exit Assessment Assessment © Centre for Learning and Excellence 2008
    • 4. CENTRE FOR LEARNING AND EXCELLENCE MODEL 4.1 INITIAL ASSESSMENT Initial Initial 1. Literacy Assessment Assessment Formal Assessment (Norm Referenced – Analyse Analyse Results Reading Age) Results • Word identification (graded words / Tailor Individual Tailor Individual Program graded text) Program • Reading fluency (basic sight text / Sequential Provide Sequential Provide Teaching Skill Practice graded text) Teaching Skill Practice • Spelling Test for Skill Test for Skill Mastery Mastery • Written comprehension (reading for understanding) Progress to Next Progress to Next • Verbal comprehension (verbal recall for Skill Skill meaning) End of Year / Exit End of Year / Exit Assessment Assessment © Centre for Learning and Excellence 2008
    • 4. CENTRE FOR LEARNING AND EXCELLENCE MODEL 4.1 INITIAL ASSESSMENT Initial Initial 1. Literacy Assessment Assessment Diagnostic Assessment & Placement Tests Analyse Analyse Results (Criterion Referenced – e.g. one minute Results probes) Tailor Individual Tailor Individual • Read letter names (order / random) Program Program • Read sounds Sequential Provide Sequential Provide Teaching Skill Practice • Read sound combinations (consonant & Teaching Skill Practice vowel digraphs) Test for Skill Test for Skill Mastery • Read numbers Mastery • Read sight word words (isolation / text) Progress to Next Progress to Next • Write story given verbal sequence Skill Skill • Write numbers / story End of Year / Exit End of Year / Exit Assessment Assessment © Centre for Learning and Excellence 2008
    • 4. CENTRE FOR LEARNING AND EXCELLENCE MODEL 4.1 INITIAL ASSESSMENT Initial Initial 2. Numeracy Assessment Assessment Formal Assessment – (Norm Referenced / Analyse Analyse Results Mathematics Age) Results • Number computation (basic operations) Tailor Individual Tailor Individual Program Program Diagnostic Assessment & Placement Tests – Sequential Provide (Criterion Referenced – eg. one minute probes / Sequential Provide Teaching Skill Practice Teaching Skill Practice 80% mastery) Test for Skill Test for Skill Mastery • Automatic recall (Hierarchy of basic Mastery operations) Progress to Next • Grade level curriculum tests including Progress to Next Skill Skill problem solving • Fractions End of Year / Exit End of Year / Exit Assessment • Write numbers Assessment © Centre for Learning and Excellence 2008
    • 4. CENTRE FOR LEARNING AND EXCELLENCE MODEL 4.2 ANALYSIS OF RESULTS Table 7: Year 3 student with identified learning difficulty Optimum Learning CA 7.8 8.2 9.2 Kindy Year 1 Year 2 Year 3 Year 4 •Spelling / word accuracy •Speed of reading (basic •Written comprehension •Verbal comprehension •Word identification NOT ASSESSABLE sight word test) -12 months +12 months ACCELERATION TIME Total = A + T © Centre for Learning and Excellence 2008
    • 4. CENTRE FOR LEARNING AND EXCELLENCE MODEL 4.2 ANALYSIS OF RESULTS Table 8: Same student with identified learning difficulty repeating Year 2 CA 6.6 7.0 7.6 Year 1 Year 2 Year 3 •Spelling / word accuracy •Written comprehension •Verbal comprehension •Speed of reading (graded text) -6 months +6 months ACCELERATION TIME Total = A + T © Centre for Learning and Excellence 2008
    • 4. CENTRE FOR LEARNING AND EXCELLENCE MODEL 4.3 TAILOR INDIVIDUAL PROGRAMME Table 9: English Program Profile ENGLISH PROGRAM PLACEMENT & PROGRESS PROFILE NAME……………………….…………………………………………………………………………PROGRAM DURATION T1,T2,T3,T4 (200..) T1,T2,T3,T4 (200 ) T1,T2,T3,T4 (200 ) T1,T2,T3,T4 (200 ) LEARNING SUPPORT PROGRAMS BASIC SKILLS UPGRADING PROGRAMS ACCELERATED LEARNING PROGRAMS Structural Analysis Handwriting Structural Analysis Skills Spelling . PreWriting 1 W/B…………………Foundation H/W. .Y3,4,5,6 Spelling . Secondary Spelling Lists 1234 . Let’s Practise Foundation H/W W/B/Card . SMD Reading Fluency Probes 1-12,13-24,25-33 . Secondary Special Spelling Lists . SP Writing the Letters b/d; b/d/p/q . SME Reading Fluency Probes 1-12, 13-24, 25-36,37-48 . Morphographic Spelling W/B . . SP Writes Letters/Numbers/Foundation 1/2/3 . SMF Reading Fluency Probes 1-12,13-24,25-37 . SM Glossary E/F……………………SM E/F Spelling Rules, . Cursive Writing Probes . SMF Morphograph Probes Morphographs, Phonic Skills Expressive Writing Contractions & Homophones . PreReading W/B ………………….Sound Work W/B 1,2,3,4,5 . Expressive Writing 2 W/B Expressive Writing . Sequencing Phonics W/B ½………………Blending Card .. . . EW2 Punct & Writing L 1-11, 12-22, 23-33, 34-45 . CW1/1.2 Writing Prep, Note-taking, Planning . SP Pupil Reading & Sound Sheets . EW2 Expressive Writing L 1-11, 12-22, 23-33, 33-45 &Text Types . SP Reading Fluency Sheets . Writing Extensions D . CW2 Grammar, Punctuation, Vocabulary, Spelling . CLE Sound Card. . . Decoding Sound Sheet . . R&W Writing Genre DEF/R&W Argument Comprehension including SS&SE Grammar, . Phonics First W/B 123456 . Writing Skills W/B Y3&4 Y5&6 Punctuation, Vocabulary, Spelling, Text Types 1/2 . Word Attack Basics/Decoding A W/B . . Targeting Text/Report, Recount, Narrative Written Expression Prep . B1/B2 Decoding Strategies W/B Procedure, Response . CW3 Essay Preparation, Structure Analysis . Macquarie Word Attack Skills L1-14 . Explanation, Exposition, Discussion . Planning, Drafting, Writing & Proof Reading . Macquarie & RFreedom Word Attack Comprehension . CW4 Writing for Proficiency W/B 123 Structural Analysis Skills . Reading Mastery V & VI Modules . English W/B Y7/8/9 Essay Writing Y7-10 W/B . . . Spelling M1Main Idea (Intro). M2.1 Main Idea (Cont) . Writing Proficiency A/B/C W/B . Sight Words Read/Spell 1-10 . . M2.2 Main Idea. M3 Main Idea & Supporting Details ... . Explain, Argue & Discuss W/B . Spelling Mastery / Spell Words A,B,C,D,E,F M4Outlining M1Outlining (Illiad). . Comprehension . Spelling Mastery F Write Morphographs . M2 Relevant Information M3 Contradictions . . CEW1 Vocabulary/Spelling/Writing Mechanics/ . Junior Spelling Demons . M4 Figurative Language M5 Inference Writing Structure/Comprehension & WE/Text Types . Words Often Misspelled . Writing Mechanics/Structure BPG Text Types. . . CEW2 Vocabulary/ Spelling/Writing Structure/ . Number Vocabulary . BST Y3/Y5 Literacy & Writing Tests/W/B Writing Mechanics/Comprehension& WE/ Text Types/ . Basic Maths Words & Phrases . OC English W/B/. OC Eng/Maths/GA Tests .. . CWE3 Vocabulary/ Spelling/Writing Mechanics . Spelling Mastery W/B A,B,C,D,E,F . Text Types 12345 Writing Structure/Comprehension & . Spelling Mastery Homework Guide A,B,C,D,E,F Answers . C&WE Y5/6 1. Finding the Facts . WE/Comprehension &WE/ Text Types 2. Giving An Opinion Comprehension . SS Study SkillsElla Prep 1,2,3 . Excel Comprehension & WE W/B Y5/6 . Comprehension Once a Week W/B 1/2/3 . Essay Writing for Years 8-10 Grammar & Usage Writing Comprehension . R&W DEF Grammar & Punctuation WExt D Grammar. . Expressive Writing 1 W/B C&EW Y7 1. Main Idea/Supporting Details/Outlining . R&W C Grammar Practice R&W E Sentences . . EW1 Lessons 1-10,11-20,21-30,31-40,41-50 2. Giving An Opinion 3. Reference Skills . . . . . . Good Grammar - Nouns/ Verbs /Adjectives . Reasoning & Writing W/B C ......... Comprehension Skills for Senior Students Pronouns/ Adverbs/ Conj/ Prep/ Articles/ . R&W Lessons 1-20,21-40,41-60,61-80,81-110 Grammar & Usage Sentences/Phrases/Clauses . R&W C L1-10 EW2 PreProgram Y3. . . . . . . . Advanced English/Language Y8-10 Punctuation &Vocabulary . Main Idea Sentence W/B . Getting It Right . Written Exp for SS. . . Pascal s Basic Primary Grammar © Centre for Learning and Excellence 2008
    • 4. CENTRE FOR LEARNING AND EXCELLENCE MODEL 4.3 TAILOR INDIVIDUAL PROGRAMME Table 10: Literacy and Writing Program A. Learning Support Handwriting Probes Reading Fluency W/Bs Spell Words C/D Spelling Mastery D W/B, F W/B Fictional Reading with Main Idea B. Basic Skills Upgrading Main Idea Comprehension & Written Expression – Finding the Facts Y5/6 C. Learning Acceleration Main Idea & Supporting Details Outlining Comprehension & Written Expression – Giving an Opinion Y5/6 EW2 Writing & Punctuation Modules 2, 3, 4 Grammar Practice / Grammar / Sentences Vocabulary & Punctuation Sentences, Phrases & Clauses Writing Extensions D NAPLAN Y7 Literacy & Writing © Centre for Learning and Excellence 2008
    • 4. CENTRE FOR LEARNING AND EXCELLENCE MODEL 4.4 SEQUENTIAL TEACHING • Teacher-directed • Focus student on what is to be learnt • Variety of teaching methods • “Learn how to learn” © Centre for Learning and Excellence 2008
    • 4. CENTRE FOR LEARNING AND EXCELLENCE MODEL 4.5 TEST FOR SKILL MASTERY Table 11: Sounds, Blends and Words SOUNDS/BLENDS/WORDS RATE PER MINUTE Single sounds (consonants & vowels) 40-80pm 40- • Phonetically predictable blends 80pm • Phonetically predictable 3,4,5 letter words 80pm • Sight words (phonetically unpredictable) 60-80pm 60- • © Centre for Learning and Excellence 2008
    • 4. CENTRE FOR LEARNING AND EXCELLENCE MODEL 4.6 PROVIDE SKILL PRACTICE • Homework practice reinforces new learning and mastery of new skills © Centre for Learning and Excellence 2008
    • 4. CENTRE FOR LEARNING AND EXCELLENCE MODEL 4.7 PROGRESS TO THE NEXT SKILL Table 12: Mastery Test Example SEQUENCING PHONICS – PART 1 READING FLUENCY PROGRESS REPORT Name . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date Started. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . UNIT Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Reads sounds tansfemi ta na sa fa te ne se fe me ti ni si fi mi pi to no so fo mo tu nu su fu mu ta ne si fo mu /blends @ buodp ma pa da ba pe de be di bi po do bo pu du bu pa de bi to nu >60-80 per sa fe mi po du minute ba te ni so fu NO. PM DATE UNIT Unit 8 Unit 9 Unit 10 Unit 11 Unit 12 Unit 13 Unit 14 Reads blends at as af am et es ef em it is if im ip ib ot os of om ut us uf um up at ed is of um ne at is fo mu @ >60-80 per ap ab an ad ep eb en ed in id op ob on od ub un ud ap eb id on us ap eb id on su minute ad en it on ut af em it po us ab em if os ub ad ne ti no un NO. PM DATE © Centre for Learning and Excellence 2008
    • 4. CENTRE FOR LEARNING AND EXCELLENCE MODEL 4.8 END OF YEAR ASSESSMENT Table 13: Year 7 student with identified learning difficulty Optimum Learning CA 8.9 10.3 12.3 14.3 Year 6 Year 7 Year 8 •Written comprehension •Verbal comprehension (graded words / text) •Word recognition •Rate of reading •Spelling -24 months +24 months ACCELERATION TIME Total = A + T © Centre for Learning and Excellence 2008
    • 4. CENTRE FOR LEARNING AND EXCELLENCE MODEL 4.8 END OF YEAR ASSESSMENT Table 14: Year 7 student with identified learning difficulty – 9 MONTHS LATER Optimum Learning CA 11.0 13.0 15.0 •Written comprehension •Spelling -24 months +24 months © Centre for Learning and Excellence 2008
    • 5. LEARNING DIFFICULTIES – WHAT CAN YOU DO? 5.1 THE VALUE OF EARLY DIAGNOSIS 5.2 USE THE EXPERTS – Multi-disciplinary Approach © Centre for Learning and Excellence 2008
    • 5. LEARNING DIFFICULTIES – WHAT CAN YOU DO? 5.1 THE VALUE OF EARLY DIAGNOSIS • Auditory, visual processing and writing coordination problems • Poor self esteem, lack of confidence • ‘Learning gap’ increases year after year • A ‘Learning gap’ is not your child’s fault • Trust yourself and act! © Centre for Learning and Excellence 2008
    • 5. LEARNING DIFFICULTIES – WHAT CAN YOU DO? 5.2 USE THE EXPERTS – multidisciplinary approach • Use the experts: good teachers, psychologists, speech pathologists, behavioural optometrists, occupational therapists • Multi-disciplinary intervention should occur in conjunction with the education solution • Use the handouts and checklists provided © Centre for Learning and Excellence 2008