This document provides checklists and guidelines for teachers to evaluate and improve classroom learning environments and support for students with special educational needs. It includes checklists to assess the physical classroom environment, social relationships, teaching methods, and school environment. Sample case studies demonstrate how teachers can use the checklists to identify specific supports needed by students and make targeted improvements. Blank versions of the checklists and planning forms are included as appendices for teachers to copy and complete for individual students.
The document discusses key conventions and devices that film producers use to communicate messages to audiences, including lighting, blocking, direction, characterization, acting, dialogue, setting, and set-up. Specifically, it defines each convention or device, such as lighting being used to create atmosphere, blocking being the relationship between actors and camera, and direction ensuring all movie components run smoothly.
This document outlines the "See, Think, Wonder" thinking routine adapted from Ron Ritchhart's book. It prompts the reader to first describe what they see in an image, then think about what it makes them infer, and finally wonder about information that is missing or they want to know. It then provides context about the painting "Arrival of Burke, Wills and King at the deserted camp at Cooper's Creek" which depicts members of the Burke and Wills expedition returning to find their supply camp deserted after just missing the party that had waited for them for 18 weeks.
This document discusses the modal verbs "must", "have to", and "mustn't" which are used to express obligation, necessity, and prohibition in English. It provides examples of how each modal verb is used in positive and negative sentences. Key points covered include:
- "Must" and "have to" both express obligation, but "must" implies obligation from the speaker's perspective while "have to" often refers to an external obligation.
- "Mustn't" is used to express prohibition and is the negative form of "must".
- Modal verbs like "must" are always followed by the bare infinitive form of the main verb without "to".
The video shows a man demonstrating how to make a simple homemade pizza using basic ingredients like bread, tomato sauce, cheese and toppings. He explains each step clearly, showing how to assemble and bake the pizza. The finished homemade pizza looks delicious and provides an easy and affordable meal option.
Presentation related to the present simple tense, telling the time and adverbs of frequency.
Plus, it has some vocabulary related to the school subjects
Modal verbs are auxiliary verbs that provide additional meaning to the main verb of a sentence. There are several modal verbs including can, could, may, might, must, shall, should, will, would, and ought to. Modal verbs do not conjugate or take other auxiliary verbs. They are used to express concepts like permission, obligation, possibility, ability, advice, and past habits. Modal verbs are categorized as single concept, double concept, or past modals depending on their meaning. Examples are provided to illustrate the different uses and meanings of various modal verbs.
The Present Unreal Conditional is used to talk about imaginary situations and what someone would do if something that is not actually true were true. It uses the structure "If + Simple Past, would + verb." However, "were" must be used instead of "was" in written English. Only "if" can be used to introduce the condition, not "when." There are also special conditional forms using "would" with modal verbs like "could," "should," and "might."
The document discusses key conventions and devices that film producers use to communicate messages to audiences, including lighting, blocking, direction, characterization, acting, dialogue, setting, and set-up. Specifically, it defines each convention or device, such as lighting being used to create atmosphere, blocking being the relationship between actors and camera, and direction ensuring all movie components run smoothly.
This document outlines the "See, Think, Wonder" thinking routine adapted from Ron Ritchhart's book. It prompts the reader to first describe what they see in an image, then think about what it makes them infer, and finally wonder about information that is missing or they want to know. It then provides context about the painting "Arrival of Burke, Wills and King at the deserted camp at Cooper's Creek" which depicts members of the Burke and Wills expedition returning to find their supply camp deserted after just missing the party that had waited for them for 18 weeks.
This document discusses the modal verbs "must", "have to", and "mustn't" which are used to express obligation, necessity, and prohibition in English. It provides examples of how each modal verb is used in positive and negative sentences. Key points covered include:
- "Must" and "have to" both express obligation, but "must" implies obligation from the speaker's perspective while "have to" often refers to an external obligation.
- "Mustn't" is used to express prohibition and is the negative form of "must".
- Modal verbs like "must" are always followed by the bare infinitive form of the main verb without "to".
The video shows a man demonstrating how to make a simple homemade pizza using basic ingredients like bread, tomato sauce, cheese and toppings. He explains each step clearly, showing how to assemble and bake the pizza. The finished homemade pizza looks delicious and provides an easy and affordable meal option.
Presentation related to the present simple tense, telling the time and adverbs of frequency.
Plus, it has some vocabulary related to the school subjects
Modal verbs are auxiliary verbs that provide additional meaning to the main verb of a sentence. There are several modal verbs including can, could, may, might, must, shall, should, will, would, and ought to. Modal verbs do not conjugate or take other auxiliary verbs. They are used to express concepts like permission, obligation, possibility, ability, advice, and past habits. Modal verbs are categorized as single concept, double concept, or past modals depending on their meaning. Examples are provided to illustrate the different uses and meanings of various modal verbs.
The Present Unreal Conditional is used to talk about imaginary situations and what someone would do if something that is not actually true were true. It uses the structure "If + Simple Past, would + verb." However, "were" must be used instead of "was" in written English. Only "if" can be used to introduce the condition, not "when." There are also special conditional forms using "would" with modal verbs like "could," "should," and "might."
The power point was designed to be like a kiosk information center. We were to pick a subject area and content area of our choice. Mine consisted of second grade science, dealing with the states of matter.
The document discusses the first conditional, which is used to talk about possibilities in the present or future. It provides examples of conditional sentences using "if" and the present simple or will future forms to express things that may happen, such as "If it's sunny, we'll go to the park." It also provides practice exercises for the reader to form their own first conditional sentences.
1. The document provides a lesson on drawing conclusions by having learners read passages and choose conclusions. It gives examples of conclusions that can be drawn from short passages and tests learners' ability to do the same.
2. The document emphasizes that conclusions are guesses or decisions made based on presented events, and clues in phrasing can help with drawing conclusions.
3. It provides answers to conclusion questions and encourages learners to check their own answers, with the goal of developing their conclusion-drawing skill.
There are four types of sentences: declarative, interrogative, exclamatory, and imperative. Declarative sentences make statements and end with a period. Interrogative sentences ask questions and end with a question mark. Exclamatory sentences show strong feeling and end with an exclamation point. Imperative sentences give commands and end with a period. The document then provides examples of each type of sentence and has the reader identify the sentence type.
Modals are used with other verbs to express special meanings such as ability, permission, possibility, obligation, necessity, preference and conjecture. Some common modals include can, could, may, might, should, would, must, have to, ought to, and let. Each modal has specific uses such as "can" implying ability or permission, "could" implying past ability or possibility, "may" expressing permission or possibility, and "must" indicating strong obligation.
This document summarizes focusing adverbs and adverbs of time. It discusses the most common focusing adverbs such as also, either, only, just, mainly, mostly, even, and neither. It explains that focusing adverbs point to a particular clause or part of a sentence and their meaning depends on their position. It also discusses adverbs of time including when, for how long, and how often adverbs. It provides examples of typical placement of these adverb types and exceptions. The document concludes with practice examples using these different adverbs.
The document discusses different types of conditional sentences in English:
1) Type 1 conditionals refer to probable future events and use the present simple in the if-clause and will/won't + verb in the main clause.
2) Type 2 conditionals refer to imaginary or unlikely present/future situations and use the past simple in the if-clause and would/wouldn't + verb in the main clause.
3) Type 3 conditionals refer to imaginary past situations and use the past perfect in the if-clause and would/wouldn't + have + past participle in the main clause.
The document discusses how to form questions in English using the Present Simple tense. It covers yes/no questions using the verbs "to be" and other verbs, as well as wh- questions using the verbs "to be" and other verbs. Examples of questions and short answers are provided.
This document appears to be a test containing questions in English about reporting direct and indirect speech. The test contains 3 sections - the first asks to report indirect questions, the second asks to report direct questions, and the third asks to translate reported sentences into English. Each question is worth 2 points and the sections test the ability to report questions asked between various people in both direct and indirect forms.
This document provides objectives and content about recognizing propaganda devices. The objectives are to detect biases and propaganda devices used by speakers, make a stand based on a topic through writing, and value expressing ideas politely by presenting comprehensive reports. It then discusses signal words for comparison and contrast and provides examples. It also discusses different types of biases, identifies biases in propaganda examples, and differentiates between propaganda and bias. Students are assigned to identify propaganda techniques in examples and create a commercial script using a chosen technique.
The document outlines how schools can use the School Self-Evaluation (SSE) process to support their implementation of the new Junior Cycle Framework. SSE involves a six-step process of gathering evidence on current practices, analyzing this evidence, drawing conclusions, developing an improvement plan, implementing the plan, and monitoring progress. Schools can use SSE to evaluate their current junior cycle curriculum, teaching, learning, and assessment and identify changes needed to align with the Framework. SSE will also help schools plan curriculum changes like integrating short courses, adjusting timetables, and improving supports for student transitions between primary and post-primary school and between junior and senior cycle.
This document provides guidance on using the six step school self-evaluation process to evaluate an aspect of teaching and learning in the new Junior Cycle. It emphasizes that school self-evaluation is about improving learner outcomes through an inclusive, reflective, collaborative process. Key dates related to school self-evaluation and the Junior Cycle are provided. Resources for supporting the school self-evaluation process, including PDST seminars, workshops and school supports, are also listed.
The document provides information about school self-evaluation and assessment in post-primary schools in Ireland. It outlines the national strategy to improve literacy and numeracy, which involves schools engaging in self-evaluation, implementing three-year improvement plans focusing on literacy and numeracy targets, and using standardized test data transferred from primary schools. The document also provides details about common standardized tests used in Irish post-primary schools, how to interpret test scores, and resources for analyzing assessment data.
The six-step school self-evaluation process involves gathering evidence, analyzing it using evaluation criteria, drawing conclusions by benchmarking against quality statements, producing a self-evaluation report, creating an improvement plan with targets and actions, and implementing and monitoring the plan. Key steps include collecting data from various tools, analyzing the data on themes of teaching and learning, learners' outcomes and experience, and teachers' practice, and using the analysis to identify strengths and areas for improvement to guide school-level actions.
The document summarizes the findings of a school's self-evaluation of literacy teaching and learning. Key findings include:
- Students' written work needs improvement, with many errors in spelling, punctuation, grammar, and use of subject-specific vocabulary.
- Teachers agreed to focus more on developing literacy skills across all subjects.
- While comprehension strategies are used in many classes, literacy strategies and group work need more emphasis overall.
- Technology is underused as a teaching and learning tool.
The evaluation identified strengths in reading scores and subject results, but areas for development in writing standards, teaching approaches, and use of resources like technology.
This document outlines the agenda and key aspects of a school self-evaluation (SSE) in-service for post-primary school leaders. The in-service will cover the six steps of the SSE process and link initiatives to improve student learning outcomes. Attendees will learn about gathering and analyzing evidence from teachers, students and tests, drawing conclusions, and drafting the SSE report and school improvement plan. The document emphasizes that SSE is a reflective, collaborative process aimed at continuously improving student learning. It also provides resources and support for schools from the Professional Development Service for Teachers.
Handout 8 SSE activity sheet: datat analysisMartin Brown
The document is an activity sheet that presents the results of a survey given to students. The survey asked students what helps them learn the most, with options including written notes, exams, practical work, group work, images, time to ask questions, and regular homework. Based on the responses, written notes, practical work, and time to ask questions were most agreed with as helping students learn, while group work was most disagreed with. The activity sheet tasks the reader to analyze the data and propose an improvement target, along with actions to achieve the target and success criteria.
This school improvement plan outlines 4 literacy targets requiring improvement from September to June. Each target identifies actions needed, responsible personnel, measurable outcomes, timeframes, and review dates. The plan aims to strengthen key literacy areas and ensure students meet expected performance levels through focused efforts and regular progress evaluations.
Handout 6: SSE case study school (sample targets)Martin Brown
The document outlines literacy, numeracy, and key skills targets for students over three years. For literacy, targets include increasing oral presentation confidence, decreasing those who find reading boring, and improving writing standards. Numeracy targets are to increase liking of math, higher level math attempts, and competency in fractions/decimals. Key skills targets include increasing digital technology use to express opinions, demonstrating ability to make connections, and increasing higher order questioning use.
Handout 9 SSE evaluating an aspect of teaching and learning in the new junior...Martin Brown
This document discusses evaluating aspects of teaching and learning in the New Junior Cycle. It contains two sections - the first asks teachers to reflect on the relevance of various learner outcomes to their subject area. The second section asks teachers to reflect on where their current students are at in relation to those learner outcomes, and rate them from 1 to 5. The learner outcomes cover skills such as listening, expressing oneself, using language, performing and presenting, using numbers and data, discussing and debating, and using digital technology to communicate.
The document outlines an agenda for a seminar on school self-evaluation for post-primary school principals. The first session will introduce the guidelines and six step process for school self-evaluation. It will also have the principals reflect on where their own schools currently are in the process. The second session will demonstrate applying the process to literacy and focus on target setting. Overall, the seminar aims to help principals better understand and implement the school self-evaluation process.
Handout 2: SSE case study: The SSE journey for our case study schoolMartin Brown
The document outlines a 6-step process for a case study school to evaluate its teaching and learning in the area of literacy using self-evaluation.
Step 1 involves gathering evidence from various sources on 3 themes: learner outcomes, learning experience, and teachers' practice.
Step 2 analyzes the evidence against evaluation criteria to benchmark the school's performance.
Step 3 draws conclusions from the findings. Step 4 reports the findings and areas for improvement. Step 5 plans targeted actions. Step 6 implements and monitors the targets set in the school improvement plan.
The power point was designed to be like a kiosk information center. We were to pick a subject area and content area of our choice. Mine consisted of second grade science, dealing with the states of matter.
The document discusses the first conditional, which is used to talk about possibilities in the present or future. It provides examples of conditional sentences using "if" and the present simple or will future forms to express things that may happen, such as "If it's sunny, we'll go to the park." It also provides practice exercises for the reader to form their own first conditional sentences.
1. The document provides a lesson on drawing conclusions by having learners read passages and choose conclusions. It gives examples of conclusions that can be drawn from short passages and tests learners' ability to do the same.
2. The document emphasizes that conclusions are guesses or decisions made based on presented events, and clues in phrasing can help with drawing conclusions.
3. It provides answers to conclusion questions and encourages learners to check their own answers, with the goal of developing their conclusion-drawing skill.
There are four types of sentences: declarative, interrogative, exclamatory, and imperative. Declarative sentences make statements and end with a period. Interrogative sentences ask questions and end with a question mark. Exclamatory sentences show strong feeling and end with an exclamation point. Imperative sentences give commands and end with a period. The document then provides examples of each type of sentence and has the reader identify the sentence type.
Modals are used with other verbs to express special meanings such as ability, permission, possibility, obligation, necessity, preference and conjecture. Some common modals include can, could, may, might, should, would, must, have to, ought to, and let. Each modal has specific uses such as "can" implying ability or permission, "could" implying past ability or possibility, "may" expressing permission or possibility, and "must" indicating strong obligation.
This document summarizes focusing adverbs and adverbs of time. It discusses the most common focusing adverbs such as also, either, only, just, mainly, mostly, even, and neither. It explains that focusing adverbs point to a particular clause or part of a sentence and their meaning depends on their position. It also discusses adverbs of time including when, for how long, and how often adverbs. It provides examples of typical placement of these adverb types and exceptions. The document concludes with practice examples using these different adverbs.
The document discusses different types of conditional sentences in English:
1) Type 1 conditionals refer to probable future events and use the present simple in the if-clause and will/won't + verb in the main clause.
2) Type 2 conditionals refer to imaginary or unlikely present/future situations and use the past simple in the if-clause and would/wouldn't + verb in the main clause.
3) Type 3 conditionals refer to imaginary past situations and use the past perfect in the if-clause and would/wouldn't + have + past participle in the main clause.
The document discusses how to form questions in English using the Present Simple tense. It covers yes/no questions using the verbs "to be" and other verbs, as well as wh- questions using the verbs "to be" and other verbs. Examples of questions and short answers are provided.
This document appears to be a test containing questions in English about reporting direct and indirect speech. The test contains 3 sections - the first asks to report indirect questions, the second asks to report direct questions, and the third asks to translate reported sentences into English. Each question is worth 2 points and the sections test the ability to report questions asked between various people in both direct and indirect forms.
This document provides objectives and content about recognizing propaganda devices. The objectives are to detect biases and propaganda devices used by speakers, make a stand based on a topic through writing, and value expressing ideas politely by presenting comprehensive reports. It then discusses signal words for comparison and contrast and provides examples. It also discusses different types of biases, identifies biases in propaganda examples, and differentiates between propaganda and bias. Students are assigned to identify propaganda techniques in examples and create a commercial script using a chosen technique.
The document outlines how schools can use the School Self-Evaluation (SSE) process to support their implementation of the new Junior Cycle Framework. SSE involves a six-step process of gathering evidence on current practices, analyzing this evidence, drawing conclusions, developing an improvement plan, implementing the plan, and monitoring progress. Schools can use SSE to evaluate their current junior cycle curriculum, teaching, learning, and assessment and identify changes needed to align with the Framework. SSE will also help schools plan curriculum changes like integrating short courses, adjusting timetables, and improving supports for student transitions between primary and post-primary school and between junior and senior cycle.
This document provides guidance on using the six step school self-evaluation process to evaluate an aspect of teaching and learning in the new Junior Cycle. It emphasizes that school self-evaluation is about improving learner outcomes through an inclusive, reflective, collaborative process. Key dates related to school self-evaluation and the Junior Cycle are provided. Resources for supporting the school self-evaluation process, including PDST seminars, workshops and school supports, are also listed.
The document provides information about school self-evaluation and assessment in post-primary schools in Ireland. It outlines the national strategy to improve literacy and numeracy, which involves schools engaging in self-evaluation, implementing three-year improvement plans focusing on literacy and numeracy targets, and using standardized test data transferred from primary schools. The document also provides details about common standardized tests used in Irish post-primary schools, how to interpret test scores, and resources for analyzing assessment data.
The six-step school self-evaluation process involves gathering evidence, analyzing it using evaluation criteria, drawing conclusions by benchmarking against quality statements, producing a self-evaluation report, creating an improvement plan with targets and actions, and implementing and monitoring the plan. Key steps include collecting data from various tools, analyzing the data on themes of teaching and learning, learners' outcomes and experience, and teachers' practice, and using the analysis to identify strengths and areas for improvement to guide school-level actions.
The document summarizes the findings of a school's self-evaluation of literacy teaching and learning. Key findings include:
- Students' written work needs improvement, with many errors in spelling, punctuation, grammar, and use of subject-specific vocabulary.
- Teachers agreed to focus more on developing literacy skills across all subjects.
- While comprehension strategies are used in many classes, literacy strategies and group work need more emphasis overall.
- Technology is underused as a teaching and learning tool.
The evaluation identified strengths in reading scores and subject results, but areas for development in writing standards, teaching approaches, and use of resources like technology.
This document outlines the agenda and key aspects of a school self-evaluation (SSE) in-service for post-primary school leaders. The in-service will cover the six steps of the SSE process and link initiatives to improve student learning outcomes. Attendees will learn about gathering and analyzing evidence from teachers, students and tests, drawing conclusions, and drafting the SSE report and school improvement plan. The document emphasizes that SSE is a reflective, collaborative process aimed at continuously improving student learning. It also provides resources and support for schools from the Professional Development Service for Teachers.
Handout 8 SSE activity sheet: datat analysisMartin Brown
The document is an activity sheet that presents the results of a survey given to students. The survey asked students what helps them learn the most, with options including written notes, exams, practical work, group work, images, time to ask questions, and regular homework. Based on the responses, written notes, practical work, and time to ask questions were most agreed with as helping students learn, while group work was most disagreed with. The activity sheet tasks the reader to analyze the data and propose an improvement target, along with actions to achieve the target and success criteria.
This school improvement plan outlines 4 literacy targets requiring improvement from September to June. Each target identifies actions needed, responsible personnel, measurable outcomes, timeframes, and review dates. The plan aims to strengthen key literacy areas and ensure students meet expected performance levels through focused efforts and regular progress evaluations.
Handout 6: SSE case study school (sample targets)Martin Brown
The document outlines literacy, numeracy, and key skills targets for students over three years. For literacy, targets include increasing oral presentation confidence, decreasing those who find reading boring, and improving writing standards. Numeracy targets are to increase liking of math, higher level math attempts, and competency in fractions/decimals. Key skills targets include increasing digital technology use to express opinions, demonstrating ability to make connections, and increasing higher order questioning use.
Handout 9 SSE evaluating an aspect of teaching and learning in the new junior...Martin Brown
This document discusses evaluating aspects of teaching and learning in the New Junior Cycle. It contains two sections - the first asks teachers to reflect on the relevance of various learner outcomes to their subject area. The second section asks teachers to reflect on where their current students are at in relation to those learner outcomes, and rate them from 1 to 5. The learner outcomes cover skills such as listening, expressing oneself, using language, performing and presenting, using numbers and data, discussing and debating, and using digital technology to communicate.
The document outlines an agenda for a seminar on school self-evaluation for post-primary school principals. The first session will introduce the guidelines and six step process for school self-evaluation. It will also have the principals reflect on where their own schools currently are in the process. The second session will demonstrate applying the process to literacy and focus on target setting. Overall, the seminar aims to help principals better understand and implement the school self-evaluation process.
Handout 2: SSE case study: The SSE journey for our case study schoolMartin Brown
The document outlines a 6-step process for a case study school to evaluate its teaching and learning in the area of literacy using self-evaluation.
Step 1 involves gathering evidence from various sources on 3 themes: learner outcomes, learning experience, and teachers' practice.
Step 2 analyzes the evidence against evaluation criteria to benchmark the school's performance.
Step 3 draws conclusions from the findings. Step 4 reports the findings and areas for improvement. Step 5 plans targeted actions. Step 6 implements and monitors the targets set in the school improvement plan.
This document provides information on school self-evaluation (SSE) with a focus on literacy and numeracy. It discusses SSE workshops that will cover topics like choosing effective evaluation tools, target setting, and developing a school improvement plan. The workshops aim to help schools engage in evidence-based self-evaluation to improve student learning outcomes, particularly in literacy and numeracy. Sample evaluation tools and data sources are presented. Guidelines emphasize using multiple qualitative and quantitative data sources to identify strengths and areas for improvement to inform a three-year school improvement plan with specific literacy and numeracy targets.
Literacy worked example 15th dec 2012 0Martin Brown
The document summarizes the findings of a school self-evaluation of literacy in a girls secondary school. It was found that students' reading levels were slightly above average but writing skills needed improvement. A student survey found that half read regularly for enjoyment but few edited their work. While most teachers used comprehension strategies, only some focused on developing literacy across subjects. Areas prioritized for improvement included increasing writing standards, developing literacy-based teaching strategies in all subjects, and boosting the number taking higher-level exams.
Handout 3 SSE case study school (self-evaluation report: literacy)Martin Brown
This school self-evaluation report summarizes the findings of a review of literacy teaching and learning across subjects in 1st year students from September 2013 to May 2016. Key findings include: 1) Students' standardized reading test scores are slightly above national averages; 2) Written work needs improvement in areas like spelling, punctuation and vocabulary; 3) Most teachers use comprehension strategies but few use editing checklists; 4) Students enjoy pair/group work but teachers and students report different experiences of it. Priorities for improvement center on increasing literacy expectations across subjects and developing comprehension and group work strategies school-wide.
Numeracy worked example 15th dec 2012 0Martin Brown
This document summarizes the findings of a school's self-evaluation of numeracy teaching and learning across subjects for first year students. Key findings include test results that show students' numeracy skills are below national norms. Students engage in learning but some areas need improvement like checking answers and explaining math concepts. Teachers are aware of numeracy's importance but collaboration with the math department and whole-school approaches could be better. Priorities for improvement include developing common math operations/language, creating a numeracy-rich environment, and increasing skills in areas like fractions.
Handout 4 SSE case study school (school improvement plan for literacy)Martin Brown
The 3-sentence summary is:
This school improvement plan for literacy outlines targets and actions from 2013 to 2016 to improve student engagement in learning and teaching approaches. Key areas of focus include increasing reading for enjoyment, developing skills for working in pairs and groups, improving attainment in state exams, and promoting self-assessment of written work. A variety of actions are proposed, such as establishing reading programs, providing staff training, incorporating literacy resources into student and teacher journals, and analyzing student work samples.
Chapter 4 - Discover Dropouts Before They Cop Out by William Allan Kritsonis,...William Kritsonis
The document discusses strategies teachers can use to identify and help students who are at risk of dropping out of school. It recommends that teachers closely monitor attendance, reach out to students and parents when absences occur, emphasize the importance of school to parents, visit students at home, involve peers in tutoring, and provide opportunities for academic and extracurricular success to build engagement. Adjusting curriculum and instruction to meet individual student needs, along with maintaining enthusiasm, can help at-risk students feel invested in their education.
This content is regarding guidance and its types which will be useful for all health science related subject especially he B.Sc and DGNM students will get benefited.
This document provides information about child-friendly schools and conducting a self-assessment of a school's alignment with child-friendly principles. It begins by defining what a school and learning environment are. A child-friendly school respects children's rights, ensures quality learning, and involves families and community. The document outlines seven goals of a child-friendly school and provides a checklist to assess a school's progress in achieving these goals related to participation, health, safety, academic achievement, and community support. Scoring the checklist allows a school to evaluate its strengths and areas for improvement in better serving students.
This document provides information about child-friendly schools and conducting a self-assessment of a school's alignment with child-friendly principles. It begins by defining what a school and learning environment are. A child-friendly school respects children's rights, ensures quality learning, and involves families and community. The document outlines seven goals of a child-friendly school and provides a checklist to assess a school's progress in achieving each goal. Completing the checklist allows a school to evaluate its strengths and areas for improvement in becoming fully child-friendly.
Sip annex 2 a child-friendly school surveyReyCorpinMutia
This document defines what constitutes a child-friendly school and provides guidance on how schools can assess whether they achieve this standard. A child-friendly school respects children's rights, ensures a supportive learning environment, prioritizes health and safety, involves families and community, and aims to encourage participation, well-being, protection, enrollment, academic success, teacher morale, and community support. Schools can self-assess their performance using a provided checklist of actions aligned with these goals of being child-centered, protective, inclusive and community-involved. Completing the checklist allows schools to track their progress toward becoming fully child-friendly institutions.
Creating and Growing Edible Schoolyards: A How to Manual for School Professionals
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
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Chapter 6
Guidelines for Facilitating
Learning and Development
with Infants and Toddlers
By far the most important aspect of facilitating learning with infants and toddlers is understanding and responding to the fact that infants and toddlers are active, moti-
vated learners. Infants and toddlers constantly explore the world around them, including
people and relationships, and make sense of things based on their experiences and devel-
opmental abilities.
To facilitate means to make easier. Teachers who effectively facilitate learning make
it easier for infants and toddlers to explore, concentrate on learning, make discoveries,
and solve problems. Teachers can facilitate learning by creating situations that allow chil-
dren to pursue their interests actively, observing as children learn, and expanding oppor-
tunities for learning. Teachers should begin by finding out about the children’s interests
and abilities from their families. Information from the families provides the foundation
for observing children and being responsive to their inborn drive to learn and gain mas-
tery. Effective teachers observe what children do in the setting, give them time for prac-
tice and repetition, communicate with children about their play and discoveries, and then
offer suggestions to help children expand their exploration and experimentation.
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The following guidelines are organized
into two sections:
7. Facilitating Learning and Development
8. Implementing an Infant/Toddler
Curriculum Process
The guidelines in this chapter describe
how programs and teachers can facilitate
learning and development by responding to in-
fants and toddlers as active and self-motivated
learners and by providing play and learning
opportunities that honor and build upon chil-
dren’s abilities, interests, and learning styles.
The curriculum process provides infant care
teachers with an approach for extending and
supporting the learning and development that
occur naturally in a setting where children feel
safe, connected to others, and free to explore.
Above all this chapter also lays out a frame-
work of professional development and content
mastery for teachers to successfully facilitate
the learning and development of infants and
toddlers.
Section 7
Understanding that learning
and development are
integrated across domains
(physical, social–emotional,
language and communication,
and cognitive)
Guidelines in this section link to the fol-
lowing Desired Results:
• DR 1. Children are personally and socially
competent.
• DR 2. Children are effective learners.
• DR 3. Children show physical and motor
competencies.
• DR 4. Children are safe and healthy.
• DR 5. Families support their children’s
learning and development.
• DR 6. Families achieve their goals.
Infants and toddlers learn every waking
moment. They continually learn about trust
and security from their relati ...
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Chapter 6
Guidelines for Facilitating
Learning and Development
with Infants and Toddlers
By far the most important aspect of facilitating learning with infants and toddlers is understanding and responding to the fact that infants and toddlers are active, moti-
vated learners. Infants and toddlers constantly explore the world around them, including
people and relationships, and make sense of things based on their experiences and devel-
opmental abilities.
To facilitate means to make easier. Teachers who effectively facilitate learning make
it easier for infants and toddlers to explore, concentrate on learning, make discoveries,
and solve problems. Teachers can facilitate learning by creating situations that allow chil-
dren to pursue their interests actively, observing as children learn, and expanding oppor-
tunities for learning. Teachers should begin by finding out about the children’s interests
and abilities from their families. Information from the families provides the foundation
for observing children and being responsive to their inborn drive to learn and gain mas-
tery. Effective teachers observe what children do in the setting, give them time for prac-
tice and repetition, communicate with children about their play and discoveries, and then
offer suggestions to help children expand their exploration and experimentation.
88
C
h
a
p
t
er
6
The following guidelines are organized
into two sections:
7. Facilitating Learning and Development
8. Implementing an Infant/Toddler
Curriculum Process
The guidelines in this chapter describe
how programs and teachers can facilitate
learning and development by responding to in-
fants and toddlers as active and self-motivated
learners and by providing play and learning
opportunities that honor and build upon chil-
dren’s abilities, interests, and learning styles.
The curriculum process provides infant care
teachers with an approach for extending and
supporting the learning and development that
occur naturally in a setting where children feel
safe, connected to others, and free to explore.
Above all this chapter also lays out a frame-
work of professional development and content
mastery for teachers to successfully facilitate
the learning and development of infants and
toddlers.
Section 7
Understanding that learning
and development are
integrated across domains
(physical, social–emotional,
language and communication,
and cognitive)
Guidelines in this section link to the fol-
lowing Desired Results:
• DR 1. Children are personally and socially
competent.
• DR 2. Children are effective learners.
• DR 3. Children show physical and motor
competencies.
• DR 4. Children are safe and healthy.
• DR 5. Families support their children’s
learning and development.
• DR 6. Families achieve their goals.
Infants and toddlers learn every waking
moment. They continually learn about trust
and security from their relati.
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Bangladesh has a large primary education system but still has over 3 million children who are out of school. SOS Children's Villages works to support children at risk of losing parental care through family-based care programs and strengthening vulnerable families. They focus on ensuring children's safety and well-being, reducing barriers to education, and developing individualized support plans for children. However, challenges remain such as child labor, poor teaching quality, and families' frequent relocation which can cause school dropout.
This document discusses education for gifted children and sustainable development. It states that education is crucial for achieving sustainable development, but not all forms of education support sustainability. It also explores cognitive objectives for gifted children that can empower them to make informed decisions for environmental integrity and a just society. The document notes challenges gifted students face, such as friendship issues, unrealistic expectations, and low self-esteem. It argues that societies should devote resources to developing giftedness so these students can help solve problems and become knowledge and art producers rather than just consumers.
Special needs education powerpoint educ100randeepsohal
This document discusses children with special needs, including common diagnoses like cerebral palsy, autism, Down syndrome, and speech/language delays. It addresses issues like rising numbers of special needs children versus stagnant school budgets. It also discusses resources that can help special needs children, cruel treatment some receive, equality, and ways to improve the school system to better support these children.
Growing the Outdoor Classroom: A Handbook on Gardening in Albuquerque Pulbic Schools
`
For more information, Please see websites below:
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Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
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Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
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City Chickens for your Organic School Garden
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Simple Square Foot Gardening for Schools - Teacher Guide
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This document provides a school guidance plan for Lansdowne Bilingual Public School. It outlines the school's context, aims, target groups including students with academic difficulties, psychosocial problems, and immigrant students. Objectives and activities are defined for each target group. Resources including human resources and materials are also discussed. The plan focuses on monitoring and evaluation through questionnaires. The overall goal is to provide counseling support and guidance to help students and families achieve academic and personal success.
MBCN - A Special School for Autistic Since 1999 Founded by Shri Ponty Chadha MBCN is a Noida based charitable school for physically disabled children providing free education and various training to develop their ability.
SPECIAL EDUCATION IN IRISH SECONDARY EDUCATIONdavidjcarey
The past then years have witnessed a sea change in special education provision in Ireland. The Department of Education and Science has issued numerous directives and guidelines in relation to policy, provision, structure and supports. Since 1998 there have been ten of legislation passed through the Dail that relate, one way or another children and special education needs The National Council for Special Education (NCSE) has been established along with the Special Education Support Service (SESS). Both these organisations oversee and coordinate all special education initiatives nationwide. Ireland’s primary schools have pioneered these new directives. Special education provision
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The document discusses strategies to support a child named Billy who has been diagnosed with conduct disorder. It outlines Billy's needs, including difficulty controlling his emotions and behaviors. It also notes the needs of his same-sex parents family, who may lack proper gender roles models and face stigma. The document then discusses various intervention strategies to help Billy, such as social skills training, parenting support, medication, and ensuring a supportive classroom environment through proper supervision and staff training.
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This document appears to be a collection of poems submitted for a national poetry competition. It includes 21 poems written by students on various topics. The document provides brief biographies of the students who wrote the poems and acknowledges the work of the teachers and organizers in making the competition a success. It celebrates the talent and effort shown by the young writers.
Evaluating websites using hoax sites activity 2Martin Brown
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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2. Department of Education and Science, Marlborough Street, Dublin 1. Tel 01 8896400
September 2007
Designed by
Printed by
Published by
Pink Ltd.
Brunswick Press Ltd.
the Stationery Office, Dublin
To be purchased directly from:
Government Publications Sales Office.
Sun Alliance House, Molesworth Street, Dublin 2.
Or by mail order from:
Government Publications Postal Trade Section,
51 St. Stephen s Green, Dublin 2.
Tel 01 6476834
Fax 01 6476843
€15 for the Guidelines and Resource Pack combined
2
4. Special Education Needs - A Continuum of Support
Model for Considering Basic Needs and example
Basic Needs
Love &
belonging
Safety
needs
Self
Actualisation
Physiological
needs
Esteem &
cognitive needs
This model of basic needs checklist is adapted from Maslow s Hierarchy of needs.
Everyone needs to survive and have his or her physiological needs met, for example, need for food, shelter, water.
People need safety and security. People generally need protection and an environment that is reasonably predictable.
Safety needs include physical, economic and psychological security.
People need to belong, to be loved and to love.This happens through social and physical contact with friends and family.
We need others to recognise our worth and with this comes self-respect, self esteem and a sense of self competence.
According to Maslow it is only when humans have all these basic needs met that that we can reach self-actualisation.This
refers to the need to become everything that one is capable of becoming.
Basic needs in this diagram are not represented as a hierarchy but rather as equally important factors in a person s development
into a fully self-actualised person.This is based on recent research findings into resilience which suggest that even if basic needs
such as safety or physiological needs are not met, having other basic needs met can promote resilience against adversity
(Grotberg, E 1997) Resilience has been defined as;
qualities which cushion a vulnerable child from the worst effects of adversity in whatever form it takes and which helps a
young person to cope, survive and thrive even in the face of great hurt and disadvantage. (Gilligan 1997)
This model can provide a useful way thinking about where a child is coming from and can provide a useful insight into how to
best help a child. For example, if a child is coming to school without breakfast, feels worthless and has few friends how can we
expect them to concentrate on lessons? Addressing these basic needs often comes before as well as while implementing any
individual interventions for a pupil.
2
5. Special Education Needs - A Continuum of Support
Basic Needs Checklist
This page shows a checklist can be useful in considering a pupil s basic needs
Name: ____________________________________________________________________________
Headings under which to consider a pupil s basic needs:
Physiological needs e.g. does the child have adequate food, warmth, housing etc?
Safety needs e.g. does the child need physical or psychological protection?
Belonging needs e.g. does the pupil have close family and friends, feel part of his / her class.
Esteem needs: e.g. does the child receive respect, positive feedback from others and respect others and self?
Possible actions suggested to the teacher on the basis of the questions above:
3
6. Special Education Needs - A Continuum of Support
The example of Daniel set out below may help illustrate how considering a pupil s unmet needs can suggest actions which
might be taken to bring out positive change for a pupil.
CASE STUDY DANIEL
Daniel s parents have little contact with the school. His attendance is poor and he is often late for school. He doesn t always
wear his full uniform. He rarely arrives with a packed lunch but is given money to buy food on the way to school.Therefore,
he will often arrive with sweets and fizzy drinks. He is having problems attending in class and is often in trouble for
misbehaving in class and the yard. He is having difficulties accessing structured learning. He has few friends and can be
observed playing with younger children in the yard.
Daniel s teacher used the Basic Needs Checklist to consider whether his basic needs were being met. She decided that his
physiological needs such as food and physical care were a priority. In addition, his need to belong, such as developing friendships
is also important.
Methods for meeting these needs include offering Daniel breakfast in school through the school breakfast club. The Homeschool Community Liaison teacher will try to explore with the family ways to ensure he has his uniform and wil talk about the
value of supporting the school policy of healthy lunches and self care. If he arrives to school without his uniform he will be
offered a school jumper to wear. The class teacher will take the opportunity to emphasize healthy eating and self care during
SPHE lessons. The teacher will seek opportunities to share positive information about Daniel with his parents and the school
and will take proactive steps to engage the parents in the life of the school. His teachers will encourage Daniel to make good
choices and will re-inforce good choices (eg. wearing his uniform).
A buddy system is to be set up for Daniel. A system will be set up whereby if children have no one to play with in the yard
they can sit on a bench designated the class friendship bench . Once a child sits here other children must invite that child to
join in their game.
Additionally, the teacher will make a point of welcoming Daniel positively to school every day (irrespective of what time he
arrives) and will comment positively on his achievements and show an interest in his out-of-school activities (Daniel is
interested in and knowledgeable about greyhounds).
NOTE It is recognised that some schools would have difficulty implementing all such interventions. Schools will need to consider the feasibility
of interventions on the basis of the resources available to them. For example a school with a Home-school Community Liaison teacher may
be better able to build a positive relationship with the family than a small school with a teaching principal. For some pupils, a Social Worker or
Family Support Worker may provide a valuable support. Therefore, schools need to develop realistic interventions, depending on the availability
of resources and services (both within the school and within the community). Most schools would be able to make a school jumper available,
to set up a buddy system and friendship bench, as well as being able to offer positive regard and a welcoming environment.
4
7. Special Education Needs - A Continuum of Support
Basic Needs Checklist
Daniel s teacher thought about his basic needs under the following headings:
Physiological needs e.g. does the child have adequate food, warmth, housing etc?
... Lunch made up of fizzy drinks and sweets/crisps. No fruit or sandwich.
Often has no uniform. Causing comments from other pupils.
Safety needs e.g. does the child need physical or psychological protection
...Not that we are aware of.
Belonging needs e.g. does the pupil have close family and friends?
...Lacks friends in his own class group.Tends to play with younger children.
Peers are conscious of his poor personal hygiene. Others do not want
to partner him in PE or choose him to be in their group/ team.
Esteem needs e.g. does the child receive respect, positive feedback from others, respect others and self?
...No. Daniel does not appear to get praise or respect from
others and probably gets quite a bit more negative
feedback than positive feedback
Possible actions suggested to the teacher on the basis
of the consideration of the basic needs questions above:
Talk to home-school liaison re lunch / hygiene.
Offer some healthy foods in school.
Provide clean jumper / sweatshirt.
Concentrate on healthy eating and importance of hygiene in SPHE.
Set up buddy system in class, friendship bench in yard.
Always greet Daniel positively when he arrives in school (even if late) commenting that you are glad to see him.
Praise and encourage positive behaviour and effort at work.
Give his parents positive feedback on how Daniel is doing whenever possible.
5
8. Special Education Needs - A Continuum of Support
Creating Positive Learning Environments
A case study of Ciar n may help to illustrate the use of the learning environment checklist.
CASE STUDY CIAR N
Ms Kelly was concerned about Ciar n s behaviour in school. He was eager to help his teacher in class but was therefore
frequently out of his seat to help with tasks. However, his attempts to help were disruptive and caused disruption for others.
Disagreements often broke out between Ciar n and other pupils when he was distributing workbooks and crayons at the
beginning of a lesson. He appeared clumsy and disorganised when moving around the room. Consequently the other pupils
would laugh or else became annoyed with him. He constantly shouted out answers rarely raising his hand during class
discussions. He would frequently leave his seat to gain help from his teacher with tasks.
Ms Kelly completed the checklist on page 7 to help her reflect on how she might adapt the learning environment
to help Ciar n. She ticked the areas where she considered she needed to make adaptations.
Alternatively, Ms Kelly could have rated her learning environment using a score of 1–10, according to how satisfied
she was with each factor within her classroom.
10 represents very satisfied and no change is needed and 1 is very dissatisfied and change is required
3
9
8
8
3
Layout of room & furniture
Good d cor / lots of displays etc?
Temperature
Noise level
9
7
4
8
Adequate working space for students & teacher
Ease of movement in room
Asking for help
Seating
- Facing board - neighbouring pupil compatibility - height for writing
Appropriate resources/ equipment organised and readily available for all pupils?
Using this rating Ms Kelly considered that she needed to make adaptations to
1) Layout of room & furniture
2) Organisation of equipment 3) Getting teacher attention
6
9. Special Education Needs - A Continuum of Support
Learning Environment Checklist Example - Ciar n
CHECKLIST
Environment / Physical Conditions: Mark the area where action could be taken to make a difference for the pupil
Layout of room furniture
Good d cor / lots of displays etc?
Adequate working space for students teacher
Ease of movement in room
Temperature
Noise level
Lighting
Seating
- Facing board - neighbouring pupil compatibility - height for writing
Appropriate resources/ equipment organised and readily available for all pupils?
Social Factors / Relationships:
Classroom procedures rules are made clear and understood by all pupils and consistently applied
Clear instructions are given about the tasks in a variety of ways (oral, visual, gestures).
Changes between tasks are managed smoothly and effectively
Pupils know what to do next without asking
The class is generally on task
A variety of different actions (academic behaviour) are frequently noticed and praised
A variety of praise and rewards are used
Pupils can be monitored sufficiently during a task to ensure understanding and continuing progress
Any disruptive or off-task behaviour is effectively managed
Good communication and feedback between teacher and each pupil about progress is maintained
Teaching Learning - Methods, Materials Procedures:
The extent to which
Tasks set are appropriate for the pupil s level of understanding and skills.
Learning goals are clearly defined and shared with the pupil.
Opportunities are provided for the pupil to engage in activities in which s/he can be successful.
Steps in learning goals are small enough to ensure progress.
Activity content / tasks are of interest to the pupil.
Tasks set take account of pupil learning style: pace of activity, variety of activities, length of activities and time allowed to
complete a task are appropriate.
A variety of teaching approaches used.
Opportunities are provided for a variety of pupil responses- oral/ practical/ written.
Opportunities are provided for pupil involvement in decision making and recording .
Opportunities are provided for pupil to generalise / transfer learning from one situation to another.
Regular monitoring and recording of progress occurs
7
10. Special Education Needs - A Continuum of Support
Classroom Activity
routines established for:
entering class
giving out resources
leaving class
asking for help
gathering resources
gaining whole class attention
Rules / Rewards / Consequences
Rules are:
few in number
decided upon in consultation with pupils
displayed
implemented
rewards and consequences are:
named
linked to behaviour
rewards are rewarding to class
rewards are achievable
sanctions are understood and fair
sanctions are imposed consistently
School Environment
Tick which area needs change
Playground/ yard
Movement: effective routines for
movement around school
Break/lunchtimes
clear simple rules
Staff support
staff discuss difficulties
Policy
layout
equipment
supervision
positive behaviour policy / code of discipline exists
policy is understood and agreed by staff
lining up
rules
corridors
rewards and consequences clear
range of rewards for good class, yard, school behaviour
range of strategies used for managing behaviour
behaviour is assessed and monitored
activities available
range of sanctions in place
Summary of Concerns
The room layout does not facilitate ease of movement around the room; resources and equipment such as
crayons and workbooks are not readily available to pupils; changes between lessons can be unstructured,
routines for giving out resources and gathering resources are not fully established; rules regarding gaining
teachers attention is not clear and pupils use a variety of ways to gain teacher attention .
Actions Required
Leave a selection of crayons and pencils on each groups table. Nominate one pupil from each table to be responsible
on a weekly basis to distribute and gather any resources needed. Nominate one pupil on daily basis to help with more
general tasks. Ensure Ciarán is given a specific job to do each day. Teach the rule regarding gaining teacher
attention. Operate a teacher ‘Help Board’ when the teacher is busy, (i.e. Check your work first and then with one
other person before asking the teacher. Then write your name on the teacher help board and the teacher will come
around to you in turn. While waiting do some other work or reading).
8
11. Special Education Needs - A Continuum of Support
Learning Environment Checklist
Environment / Physical Conditions:
Tick the area where action could be taken to make a difference for the pupil
Layout of room furniture
Adequate working space for students teacher
Good d cor / lots of displays etc?
Ease of movement in room
Temperature
Lighting
Noise level
Seating
- Facing board - neighbouring pupil compatibility - height for writing
Appropriate resources/ equipment organised and readily available for all pupils?
Social Factors / Relationships:
Classroom procedures rules are made clear and understood by all pupils and consistently applied
Clear instructions are given about the tasks in a variety of ways (oral, visual, gestures)
Changes between tasks are managed smoothly and effectively
Pupils know what to do next without asking
The class is generally on task
A variety of different actions (academic behaviour) are frequently noticed and praised
A variety of praise and rewards are used
Pupils can be monitored sufficiently during a task to ensure understanding and continuing progress
Any disruptive or off-task behaviour is effectively managed
Good communication and feedback between teacher and each pupil about progress is maintained
Teaching Learning - Methods, Materials Procedures:
The extent to which
Tasks set are appropriate for the pupil s level of understanding and skills.
Learning goals are clearly defined and shared with the pupil.
Opportunities are provided for the pupil to engage in activities in which s/he can be successful.
Steps in learning goals are small enough to ensure progress.
Activity content / tasks are of interest to the pupil.
Tasks set take account of pupil learning style: pace of activity, variety of activities, length of activities and time allowed to
complete a task are appropriate.
A variety of teaching approaches used.
Opportunities are provided for a variety of pupil responses- oral/ practical/ written.
Opportunities are provided for pupil involvement in decision making and recording .
Opportunities are provided for pupil to generalise/transfer learning from one situation to another.
Regular monitoring and recording of progress occurs
9
12. Special Education Needs - A Continuum of Support
Classroom Activity
routines established for:
entering class
leaving class
giving out resources
gathering resources
asking for help
gaining whole class attention
Rules / Rewards / Consequences
Rules are:
few in number
decided upon in consultation with pupils
displayed
rewards and consequences are:
named
linked to behaviour
rewards are rewarding to class
rewards are achievable
sanctions are understood and fair
sanctions are imposed consistently
School Environment
Tick which area needs change
Playground/ yard
layout
equipment
supervision
Movement: effective routines for
movement around school
Break/lunchtimes
clear simple rules
Staff support
staff discuss difficulties
Policy
behaviour policy exists
policy is understood and agreed by staff
range of rewards for good class, yard, school behaviour
range of sanctions in place
lining up
behaviour is assessed and monitored
Actions Required
10
corridors
rewards and consequences clear
range of strategies used for managing behaviour
Summary of Concerns
rules
activities available
13. Special Education Needs - A Continuum of Support
My Thoughts about School Checklist
My Thoughts About School...
NAME
CLASS
DATE
The things I like best at school are:
The things I don t like about school are:
The things that I am good at are:
The things I find hard are:
I am happy in class when:
I am happy during break and lunch times when:
My friends are:
I need help with:
Teachers in school can help me by:
My teacher would describe me as:
My parents would describe me as:
My parents would describe me as:
The following questions can be asked if children have an emotional and behavioural difficulty in school.
Adults I get on best with in school are:
I get into trouble in school when:
The things I do that make my teacher feel unhappy are:
The things my teacher does that make me feel unhappy are:
I make my teacher happy when:
The things my teacher does that make me feel happy are:
The class rules are:
If someone breaks the rules:
Rewards I like best are:
The things that I need to change are:
11
14. Special Education Needs - A Continuum of Support
Classroom Support Checklist
DOB
NAME
GENERAL
INFORMATION
Parents consulted
Information from previous
school/preschool, or
previous class teacher
gathered
Hearing
Vision
Motor Skills
Medical Needs
Basic Needs
checklist completed
Assessment of learningscreening, attainments
tested, if appropriate
12
CHECKED
(YES/NO)
CLASS
SUMMARY OF INFORMATION
DATE
15. Special Education Needs - A Continuum of Support
GENERAL
INFORMATION
CONTD...
CHECKED
(YES/NO)
SUMMARY OF INFORMATION
Observation of learning
style/ approach to learning
Observation of behaviour
Interview with pupil
Classroom work
differentiated
Learning environment
adapted
Yard/school environments
adapted
Informal consultation with
outside professionals
ACTION NEEDED
ACTIONS AGREED
WITH PARENTS AND
RELEVANT STAFF
13
16. Special Education Needs - A Continuum of Support
Classroom Support Checklist Guidelines
NAME
GENERAL
INFORMATION
DOB
CHECKED
(YES/NO)
CLASS
DATE
SUMMARY OF INFORMATION
Parents consulted
Meeting parents/guardians to inform them of any concerns is important.
The parents views on:
their child s health and development (see below for further information);
their child s strengths and interests;
their child s learning at home and in school;
factors which they think may be contributing to any difficulty and views on
what might help can be ascertained.
In addition, check whether there has been involvement from any outside agency.
Information from previous
school/preschool, or
previous class teacher
gathered
If a pupil has transferred from another school, updated information on their
progress and any assessment and intervention results should be made available
with the consent of parents. Information from preschools on the child s early
development, learning and behaviour can also inform school programmes and
practice.The name of the school, preschool/play group and the length of time the
child attended could be kept on file.
Hearing
Check when the pupil s hearing was last tested and the results. If there is a difficulty
check: how long there has been a problem; who the child is attending; the level of
difficulty; weather the problem is impacting on the child s education.
Vision
Check when was the pupil s eyesight was last tested and the results. If there is a
problem check
what type of difficulty it is;
whether the pupil needs to wear glasses in school and if so, when;
if they attend a specialist;
whether the problem is impacting on the child s education.
Motor Skills
¥ Check if the child has had any difficulty walking, crawling or with self-help skills
(eg. closing coat, using cutlery)
Medical Needs
Check whether the pupil is generally in good health. If not, gather relevant details
e.g. operations, asthma, eczema, allergies etc.
Basic Needs
checklist completed
See resource pack for explanation and checklist.
Assessment of learningscreening, attainments
tested, if appropriate
Gather information from the following type of screening tests:
the Belfield Infant Assessment Profile (BIAP);
LARR Test of Emergent Literacy;
Middle Infant Screening Test (MIST);
Early Language Skills Checklist;
Non Word Intelligence Test (NRIT);
SIGMA — T; MICRA — T;
Drumcondra reading and Math tests.
Neale Analysis of Reading.
In addition, consider the pupil s language and communication and gross and fine
motor skills.
14
17. Special Education Needs - A Continuum of Support
GENERAL
INFORMATION
CONTD...
Observation of learning
style/ approach to learning
Observation of behaviour
Interview with pupil
CHECKED
(YES/NO)
COMMENTS
Consider the following.
Whether the pupil learns best through seeing, listening or doing.
How they approach a task (with confidence, anxiety, nervousness).
Can they plan their work and approach it in an organised fashion?
How do they attend to a task?
What feedback do they require?
Do they work accurately or speedily?
Do they pay attention to detail?
Observe the pupil s behaviour in a range of situations (class, small group,
during paired work, in the yard, around corridors). Record what can be
seen or heard. (eg. concentration, social skills)
Depending on the nature of the pupil s need and age ask the pupil what
they feel they are good at and not so good at in school, what they like and
dislike, who they enjoy playing with or working with. If the pupil has a
behaviour difficulty ask if they know what is causing them concern or
getting them into trouble. Find out how the pupil feels in these situations
and whether they want to change their behaviour. Check whether they
have any ideas how they could improve the situation. (see my thoughts
about school checklist).
Classroom work
differentiated
Check whether: the pupil s ability and levels of attainments match with
the tasks that are set; tasks are achievable for the pupil; the
content methodology and resources are varied and match their
leaning style.
Learning environment
adapted
Consider the classroom environment, social factors, relationships,
teaching and learning. (See learning environment checklist).
Yard/school environments
adapted
Consider the play area, corridors, P.E hall, assembly area and whole
school issues that may affect learning or behaviour.
Informal consultation with
outside professionals
Seek any relevant professional advice or information from, for
example: Visiting Teacher: NEPS Psychologist; Speech and Language
Therapist.
ACTION NEEDED
After gathering this information and clarifying the pupil s needs, actions can
be agreed with parents. These actions should be specific and manageable
for both the class teacher and parent. Only a small number of actions
should be agreed (no more than four). (See Classroom Support plan
template for examples on how to record these actions).
ACTIONS AGREED
WITH PARENTS AND
RELEVANT STAFF
Following an agreed period of intervention, the outcome of the actions
should be shared with parents and relevant staff. (See Classroom
Support Plan for an example of how to record this review). You may
want to consider informing the Principal regarding the child s needs
and progress at this stage.
15
18. Special Education Needs - A Continuum of Support
Classroom Support Plan
NAME
DOB
CLASS
DATE
REVIEW - DATE COMMENTS
OUR CONCERNS ARE
WE THINK IT MAY BE HAPPENING BECAUSE
SOME STRATEGIES WE WILL ADAPT ARE:
WE WILL KNOW THINGS HAVE IMPROVED WHEN?
WE WILL REVIEW (date, time and convenor)
Signed: Teacher __________________________________
Parents __________________________________
________________________________________
FIRST REVIEW DATE
SECOND REVIEW DATE
16
Attending
19. Special Education Needs - A Continuum of Support
School Support Checklist
NAME
DOB
GENERAL
INFORMATION
CLASS
Checked
(Yes/No)
DATE
COMMENTS
Parents consulted
Information from previous school
/preschool gathered
Hearing
Vision
Motor Skills
Medical Needs
Basic Needs checklist completed
Assessment of learning —
screening, attainments tested, if appropriate
Observation of learning style/approach to learning
Observation of behaviour
Interview with pupil
Classroom work differentiated
Learning environment adapted
Yard/school environments adapted
Informal consultation with outside professionals
Direct input from supporting teacher/s
Other interventions in place in school
Action needed
further information, samples of work and reports can be attached, if available.
17
20. Special Education Needs - A Continuum of Support
School Support Checklist Guidelines
DOB
NAME
GENERAL
INFORMATION
Parents/guardians consulted
and involved
CHECKED
(YES/NO)
CLASS
DATE
COMMENTS
Following on from the information gathered at the classroom support level it is
important to have further meetings with parents/guardians to keep them informed
of developments. Further information from parents can be gathered on:
their child s health and development
their child s strength and interests
perceptions of their child s learning at home and in school (since the class support review)
current or additional factors which they think may be contributing to any
difficulty and views on additional measures that they think might help.
Check again whether there has been involvement from any outside agency since
your last meeting.
Hearing
If hearing was identified as a problem at classroom support level, check any
developments.
Vision
If eyesight was identified as a problem at classroom support level, support check
any developments.
Motor Skills
If motor skills were identified as a problem at classroom support level, support
check any developments.
Medical Needs
Check up to date information on whether the pupil is in good health. If not, gather
further details.
Assessment of learning —
attainments tested,
checklists and diagnostic
tests administered
Observation of learning
style/approaches to learning
Observation of pupil,
if appropriate
Interview with pupil
18
Building on initial screening gather information from the following type of tests:
Early Years Easy Screen (EYES);
Teaching Talking checklist; QUEST;
Basic Number Diagnostic Test;
Neale Analysis of Reading Ability (NARA);
Drumcondra Primary Spelling Test; NFER Non — Verbal Reasoning test;
Phonological Assessment Battery (PhAB); Dyslexia Screening Test (DST).
Build on information gathered through the Classroom Support checklist.Ask about
what helps them learn and how they prefer to learn. Observe the pupil in class,
during individual or group learning situations and note observations of their
learning style and approach to tasks.
Observe the pupil s behaviour in a range of situations. Record what can be seen or
heard. Make a note of the frequency of the behaviours (once a week, 3 times a day,
10 times a lesson). Record the triggers to the behaviour (when, where, with whom,
what lesson/task). Note the consequence of behaviour (what happened as a result
e.g. how did the teacher/ pupils respond? was work avoided? Did consequences
maintain the problem? Analyse results with support staff or other professionals.
Consider consulting with the school s assigned NEPS psychologist regarding
appropriate checklist or observation schedules if necessary.
21. Special Education Needs - A Continuum of Support
GENERAL
INFORMATION
CONTD...
Learning environment
CHECKED
(YES/NO)
COMMENTS
Building on previous information, again consider classroom environment.
adapted
Yard/school environment
adapted
Informal or formal
consultation/advice
with outside professionals
Direct input from support
teacher or other school
staff offered
Other interventions
in school put in place
ACTIONS AGREED
Building on previous information, again consider the play area, corridors, P.E
hall, assembly area and whole school issues that may affect learning or
behaviour. (See learning environment checklist).
Where formal advice is to be sought from outside professionals the school
should request consent from the child s parents. Child and Family Services,
Psychologists, Speech and Language therapists, Physiotherapists and
Occupational therapists may offer direct advice to schools regarding
children attending their service. NEPS psychologists can consult and support
schools regarding named and unnamed children. Dates of contact and
information should be noted.
Support/advice from special needs teachers (on a withdrawal, group or in class
basis) should be offered at this stage. List the person offering this support and
the type and frequency of the support provided. Record whether any other
teacher such as home school liaison officer, rural co-ordinator, etc, has been
involved with the pupil.
List any other interventions put in place such as, breakfast club, homework
club, peer mentoring, buddy systems, art therapy, drama therapy.
After gathering this information, actions can be agreed with parents to address
the concerns identified. These actions should be specific and manageable for
the class teacher, support staff and/or parent. Only a small number of actions
should be agreed (no more than four). (See School Support Plan template for
examples on how to record this information).
SCHOOL SUPPORT
PLAN AND OUTCOMES
SHARED WITH PARENTS
AND RELEVANT STAFF
Following an agreed period of intervention, the outcome of the actions should
be reviewed with parents and relevant staff. (See School Support Plan Review
Template for an example of how to record this review). Informing the
Principal regarding the child s needs and progress at this stage is important.
19
22. 20
Review Date Comments
Criteria for Success
Who,Where,When
(resources, materials. strategies)
How to Teach it
What to Teach
Pupils strengths and interests
START
REVIEW
CO-ORDINATING
PUPIL S NAME ___________________________________ CLASS _____________ DATE ________________ DATE _________________ TEACHER______________________________
School Support Plan
Special Education Needs - A Continuum of Support
23. Special Education Needs - A Continuum of Support
School Support Plan
PUPILS NAME
CO-ORDINATING
TEACHER
START DATE
CLASS
REVIEW DATE
PUPIL S STRENGTHS AND INTERESTS:
PRIORITY CONCERNS:
WE WANT TO ACHIEVE (TARGETS):
STRATEGIES WE WILL USE ARE:
STAFF INVOLVED AND RESOURCES NEEDED ARE:
WE MEASURE PROGRESS AND SUCCESS BY:
WE WILL REVIEW (DATE,TIME AND CONVENOR)
Signed: Teacher/s _____________________________________
_____________________________________
Parents _____________________________________
_____________________________________
21
24. Special Education Needs - A Continuum of Support
School Support Review Record
DOB
NAME
CLASS
DATE
WHAT HAS BEEN MOST SUCCESSFUL AND WHY?
WHAT HAS BEEN LEAST SUCCESSFUL AND WHY?
WHAT ARE THE PUPIL S CURRENT NEEDS?
WHAT ACTIONS ARE RECOMMENDED?
LIST HOW, WHO AND WHEN ACTIONS WILL BE CARRIED OUT
PUPIL/YOUNG PERSON S COMMENTS
PARENT/GUARDIANS COMMENTS
Signed ___________________________________________
______________________________________
22
Date _____________________________________
_______________________________________
25. Special Education Needs - A Continuum of Support
School Support Plus
IEP Planning Sheet
NAME
DOB
CLASS
DATE
Progress to Date / Strengths
The nature and degree of the
child s abilities, skills and talents
Areas for Improvement/
Presenting Difficulties
The nature and degrees of the child s special
educational needs and how those needs
affect his/ her progress
The present level of
educational
performance of the child
Summary of Special
Educational Needs
of the child
Special Educational Provision
The special education and related support
services to be provided to the child
Further Information
23
26. Special Education Needs - A Continuum of Support
School Support Plus
PUPIL S NAME
DOB
CLASS
DATE
Individual Education Plan
Priorities / Long Term Goals
Progress to Date / Strengths
Targets and Strategies
Signed (Staff)
_____________________________________________________ _________________________________________________________
Signed Parent/s
_____________________________________________________ _________________________________________________________
Date
_____________________________________________________
Proposed Review Date _____________________________________________________
24
27. Special Education Needs - A Continuum of Support
School Support Plus
IEP Review Sheet
NAME
DOB
CLASS
DATE
Progress to Date / Strengths
The nature and degree of the
child s abilities, skills and talents
Areas for Improvement/
Presenting Difficulties
The nature and degrees of the child s special
educational needs and how those needs
affect his / her progress
The present level of
educational
performance of the child
Summary of Special
Educational Needs
The special educational needs of the child
Special Educational Provision
The special education and related support
services to be provided to the child
Further Information
25