4/11/2024 0 Comments Daymap salisbury east high school![]() This program is focused on students who are at a lower level than our LLI program requires. The aim of phonics is to support students in understanding how letters are linked to sounds (phonemes) to form letter-sound correspondences and spelling patterns and to help them learn how to apply this knowledge in their reading. LLI is offered to students in Years 7 and 8. The goal for LLI is to lift the literacy achievement of students who are not achieving grade-level expectations in reading. Students currently working below the Department of Education’s Standard of Educations Achievement (SEA) partake in the program. Levelled Literacy Intervention (LLI) is a n intensive, small-group, supplementary literacy intervention for students who find reading and writing difficult. What is Levelled Literacy Intervention (LLI)? Each line receives 210 minutes of teaching time per week for a whole year. The level of support is reduced as the students moves through each year level. Students are in this program across core lessons as identified in the schedule below. A reduced number of teaching staff is preferred, where possible. There is a maximum of 20 students in the class and additional classroom support is always provided to support targeted small group learning. Teachers provide targeted teaching based on a number of data sets. Students access a modified curriculum and a differentiated learning environment to meet their learning needs. Based on this, students will participate in targeted activities and work with a member of the Inclusive Education team to develop individualised support and strategies. These two diagnostic tools are used to inform what intervention is required. Students complete a self-assessment and staff complete an Executive Functioning assessment on the student. Students are identified for the Executive Functioning program through the care and learning support programs. How do we support the development of Executive Functioning skills? Students work in small groups and will be grouped according to social needs. Student aims/goals identified within their One Plan and the student’s progression within the Social and Personal continuum. The focus for the group sessions is guided by outside providers. This program is individualised to meet the functional needs of the students participating. Students who are not progressing within the Social and Personal continuum at grade level are identified to participate in a social skills program. ![]() Our Social Skills Program supports students to build positive relationships through effective communication and to develop skills for emotional self-management. How do we support the development of Social Skills? This program is personalised so that support reflects the student’s needs. Support with work completion (drafting, scaffolding, task management)Īccess to the learning support program, provides opportunity for students to access the appropriate supports to improve learning and development outcomes.This could include, but is not limited to: During this time, students work in small learning groups or 1:1 to support their learning. Learning Support replaces an elective subject and provides personalised support for our SWAN students based on need. In Class Support What is Learning Support?.What is the role of the Inclusive Education Team? The Inclusive Education Team support student literacy and numeracy growth through the implementation of effective evidence-based programs. ![]()
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