survival strategies for secondary stla’s. role of the stla how are students identified to be on...
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SURVIVAL STRATEGIES FOR SECONDARY STLA’S
Role of the STLA
How are students identified to be on the STLA caseload?
• DET funded students• Testing NAPLAN / TORCH / Focused Assessments• Feeder School information• Previous School information for transferred students• Counsellor reports• Parents• LST• Team Teaching • Executive or Class Teachers
• Role Statement Handout
Organisation and Administration
What processes and documentation help with time management and communication?
STLA Program Outcomes• To assist with the identification and assessment of students with learning
difficulties, including those with mild intellectual disabilities and language disorders.
• To make information available to staff concerning the specific needs of identified students.
• To provide students with strategies which will help them to become more independent learners in the mainstream class setting.
• To assist teachers to meet the needs of LD students through curriculum adjustments, accommodations, Personalised Programs and Life Skills courses.
• To support School Learning Support Officers (SLSO) working with funded students.
• To provide avenues for involvement of parents/ carers in the planning of educational outcomes for their children.
• To provide literacy and numeracy support across the KLAs.• To liaise with members of the Learning Support Team regarding referrals
and programming priorities.• To support literacy/ numeracy programs for Aboriginal and ESL students.
STLA Program
OverviewTerm 1
Finalise Peer Tutor organisationPlanning meetings – Invite parents and Area office staffCommence LST meetingsSpecial Provisions applications – commence testingTerm 2NAPLAN organisationUpdate PP and LS reportsPost school applicationsTerm 3Wide reading programFunding support applicationsGather LS outcome profilesTerm 4Year 8 Tutorial nominations to LSTCatch up programTransition program for 2010
STLA Program Headings• Classes supported & programs delivered
Year 8 Tutorial group• Curriculum
Modified assessment tasks and assignments for teachers across all KLA’s as requested• Assessment
Focused assessments for all students scoring 1 or 2 on TORCH• Communication
Liaison with School Counsellors – referrals and follow up• Vocational
“Links” vocational support program implemented for eligible students• Training and Development
STLA Network meeting on NAPLAN and Mind Matters workshop• Welfare
Transition programs implemented for new students • Team Members
STLASLSO
• Evaluation
Tracking of students on caseloadLST Matrix
Student Name Year Class/Cover Comments
John Smith 7 7SCV –Brown
7MAV – Collins
7TEA – Robinson
7ATV – Blake
7ENV – Shaw
7MUV – Fisher
7JAV – Kerr
7GEV – Smith
Autism
Learning difficulties
Mark Citizen 10 10FTB – Franks
10SCE – Fall
10END – Locke
10MAF – Regan
10GEY - Dell
Down Syndrome
Requires
accommodations
and adjustments.
Life Skills courses in all KLAs
Student name Action CommentJohn Smith Allocation of LSO to be reviewed.
Review of funding
Special Provisions application to be completed
Refer to Job Coach
Mark Citizen HSC subject selection to be investigated
Work Experience to be organised
Discuss with English teacher scaffolding
Nathan Brown Revise use of on screen keyboard and wireless mouse
Monitor feeding menu and continue meal plan
Counselling when required
Summary of Plans and Review Meetings
Assessment Results Spreadsheet
Year 7 2009
NAPLAN Focused Assessment
Name TORCH Reading Writing Spelling Grammar Overall CWPM Acc Comp
John Smith 1 6 5 5 6 5 86 98 84
Mark Citizen 8 9 8 7 8 8
Nathan Brown 2 5 6 6 5 5 72 93 68
Josh Friend 1 4 4 4 4 4 45 55 42
Relay of information to staff on Intranet via powerpointStudent Profiles
John CitizenAutism
Tasks will need to be modified. One step instructions. Lots of repetition.Stage 1-2 for reading. Comprehension stage 1.Numeracy – late stage 1, early stage 2. Concrete materials needed.Rocks, vocalizes.No homework will be completed.
“Time out” to be given in class – a booklet has been produced for this purpose. Likes to draw and complete activity sheets.Will need help with organisation.
Will require monitoring during breaks as he willfossick in bins for food.Needs supervision when crossing roads.
Other
• Training and Development of staff
- Accommodations and Adjustments
- Life Skills Curriculum
• Welfare Committee
• LST
In school programs
Collaborative teaching
Year 8 Tutorial class
Peer Tutor
Year 7 Reading program
Catch up
Parent Reading program
Senior Volunteer Mentor program
Special Provisions
Alternative timetable
Research strategies
Vocational LINKS / VET
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