Successful Learning Conference 2013Making adjustments for students with

special education needs, K–6

24 June 2013

Students with Special Education Needs

In K-6, the syllabus provides for students with special education needs in a variety of ways:• through the inclusion of outcomes and content which

provide for the full range of students• through the development of additional advice and

programming support for teachers to assist students to access the outcomes of the syllabus

• through the development of specific support documents for students with special education needs

Board of Studies website

English K–6 Support Materials for Students with Special Education Needs

Mathematics K–6 Support Document for Students with Special Education Needs

K-6 Educational Resources

• Effective use of the cycle.• Strategies to address specific

difficulties• sharing strategies in action.• to illustrate the case studies.• Downloadable for teacher use.

English K─6 Support Materials

teaching and learningliteracy and numeracy

Case studiesVideos

forms

Support for:• comprehending oral & written language• understanding vocabulary• speech production delays• decoding difficulties• sentence & text construction• handwriting difficulties• spelling delays• initiating and sustaining communication.

English K─6 Support Materials

• Assessment

• Planning

• Programming

• Implementation

• Evaluation

Teaching and Learning Cycle

AssessmentEffective assessment

• Establishes appropriate entry points.

• Enables whole-class programs.

• Identifies specific areas of instructional needs and/or priorities for learning.

• Identifies readiness for the next phase of learning.

• Identifies outcomes and/or content achieved using criteria for assessing learning.

• Provides feedback to students.

AssessmentTypes of assessment

• Formative assessment (assessment for learning).

• Summative assessment (assessment of learning).

• Diagnostic assessment.

AssessmentWhat evidence of learning is required?

Consider:• the criteria for assessing learning• suitability of assessment strategies• students’ communication needs- ways they communicate- time required• support/adjustments in relation to selected outcomes and content.

content proces

ses

products environm

ents

AssessmentHow will this evidence of learning be

gathered?

• Curriculum-based assessments

• Systematic teacher observations

• Standardised and criterion-referenced tests

• Discussion/interview with students

• Analysis of work samples

• Analysis of errors

AssessmentIs there sufficient evidence that students have made progress as a result of these

experiences?

Progress can be assessed:• during a learning experience• over a period of time• at the end of a unit/stage.

Teachers need to evaluate the effectiveness of instruction and learning experiences in relation to selected outcomes and student achievement.

AssessmentCriteria for assessing learning

Criteria specifies:• How well the learning may be demonstrated

Judgement about students’ knowledge, skills and understanding in relation to the selected syllabus outcomes are made using criteria for assessing learning.

• Conditions for demonstration

level of accuracyduration

latencyfrequency

context how information is presented

AssessmentCriteria for assessing learning

Identifying letter sounds for lower-case letters:

Phase Indicator Conditions Level of performance

Acquisitionprovide the most common letter sound for all lower case letters

when presented individually on flashcards

at 100% accuracy

AssessmentCriteria for assessing learning

Phase Indicator Conditions Level of performance

Fluencyprovide the most common letter sound for all lower case letters

when presented individually on flashcards

within 1 second at 100% accuracy

Maintenanceprovide the most common letter sound for all lower case letters

when presented individually on flashcards and assessed on a weekly basis

within 1 second at 100% accuracy

AssessmentCriteria for assessing learning

Phase Indicator Conditions Level of performance

Generalisation

provide the most common letter sound for all lower case letters

when presented in a variety of ways (on flashcards, in lists, at the beginning of words)

within 1 second at 100% accuracy

AssessmentCriteria for assessing learning

Criteria for assessing learning:• constructing simple sentences

AcquisitionFluency

MaintenanceGeneralisation

Planning and programming model

NSW Syllabuses

Planning and programming model

WSES1.9 Engages with writing texts with the intention of conveying an idea or message:• writes single-sentence observations and

descriptions

Writing

• What evidence of learning is required? (pg 7)- writes short, simple sentences- uses accurate structure when writing simple

sentences.

• How will this evidence be gathered? (pg 9)- analysis of writing samples.

• What content, learning experiences and instruction will allow students to demonstrate these outcomes? (pg 16)

- procedures and strategies – sentence writing.

Planning and programming model

• How will feedback be provided?- verbal and written; editing and drafting

opportunities

• Is there sufficient evidence that students have made progress as a result of these experiences?

- criteria for assessing learning

Planning and programming model

Planning & programming: Communication

Using the Planning and Programming Model:

1. Determine individual students’ priorities and goals for communication (expressive and/or receptive): (pg 43)

- What evidence of learning is required?- How will this evidence be gathered?

2. Select syllabus outcomes and indicators: (pg 44)

- for a whole class program- for individual students. Communication

3. Program content, learning experiences and instruction is required: (pg 66)

- communicative opportunities- strategies.

4. Feedback: (pg 79)- communication partners.

5. Decide if there is sufficient evidence that students have made progress: (pg 45)

- criteria for assessing learning.

Planning & programming: Communication

Isabella

• Year 2.• Oral language – comprehension and expression.• Limited vocabulary use.• Understanding lengthy and more complex texts.• Identifying and remembering key information.• Using compound and complex sentences.• Limited reading fluency.• Independently writing sentences.

Isabella

Isabella’s priorities for the narrative unit of work:- comprehend and respond to when, where, who, what

questions- comprehend and use vocabulary related to time,

position (eg above, below, next to, between) and sequence (eg first, next, last)

- increase the length of her oral responses- use appropriate grammar at the sentence level

(sentence structure) with the assistance of sentence starters and cloze sentences

- use descriptive language.

Andrew

Mathematics K-6 Support Document for Students with Special Education Needs

Marina LaingSenior Curriculum Officer, Special Education

Ph: (02) 9367 8148Fax: (02) 9367 8476marina.laing@bos.nsw.edu.au