Overview
Literacy and Numeracy Support
Teachers (STLAN) work with teachers to ensure that students identified as
requiring support improve their numeracy and literacy. Some students require
intensive support, while others may require more general support for a
shorter period.
Students who are
identified as requiring support may have difficulties with one or more of the
following:
·
Confusion of symbols and text
·
Organising information
·
Working memory/recall of information
·
Understanding of written and oral language,
despite normal hearing and vision
·
Forming letters/writing in a defined space
·
Mathematical problem solving and retention of
concepts
Support Strategies
All students at
Craigslea High School participate in mainstream programs. The progress of
students is closely monitored by support teachers in collaboration with subject
teachers and Heads of Department. The educational needs of students identified
as being at risk of underachievement are reviewed and the most appropriate
support options are considered given the resourcing available. This may include:
·
A review of subject options
. Identified in-class teacher aide support
·
Additional support in one-to-one or small group
situations
. Numeracy or Literacy Booster Class support
·
Referral to other specialist staff e.g.
Guidance Officer, School Nurse, etc.
. Assistance in determining future pathways, including the SET Plan (Secondary Education Training Plan) process.
Working with Subject teachers
Support teachers
collaborate with subject teachers to use whole school and classroom-based data
to choose differentiation and intervention strategies for more targeted
instruction. They also recommend intervention strategies that match particular
areas of literacy and numeracy difficulties for particular students who do not
meet benchmarks. Also support teachers will assist subject teachers with
scaffolding and adjustment of class work and/or assessment items where
necessary.
Adjustments
Adjustments are the
changes or supports that can be put into place in order for a student to
participate on the same basis as other students.
After reviewing the
student’s progress certain adjustments may be required. These adjustments could
include:
·
additional time when completing class tasks
and/or assessment
·
provision of an alternative setting
(environment)
·
scaffolded instructions
·
a reader or scribe· technological support such as use of laptop or iPADS
Individualised Curriculum
For a very small number
of students, it may be necessary to consider teaching and assessing from a
different curriculum year level. These students include:
·
A very small percentage of students with a
learning disability or verified disability
·
Gifted students
·
Accelerated students
An Individual Curriculum
Plan (ICP) is required when a student is provided with a higher or lower
year-level curriculum than their age cohort. An ICP documents intended
curriculum, pedagogy and assessment provisions for the next reporting period.
Decisions are based on collaborative analysis of student achievement data and
in consultation with the student’s parent(s).
At Craigslea State High
School, we strive to make all aspects of the school curriculum more accessible,
so that all students have the opportunity to experience success.