LEARNING SUPPORT TEAM

Table of Contents Rationale.........................................................................................................................3

Learning Support Team Members ..................................................................................3

Role of the Learning Support Team................................................................................3

Resources ......................................................................................................................4

The Forest School Learning Support Referral Process...................................................5

Learning Support Team (LST) Referral Process in outline 6

The Forest High School Student Support Referral..........................................................7

Student Support Strategy Sheet .....................................................................................9

The Forest High School Student Support Review.........................................................10

Rationale Learning Support Teams have been part of Departmental policy since 1997. (Memorandum to principals: 97/238(s.217). This policy has been set out more specifically in the Special Education Handbook (1998). In any classroom there are students who may experience difficulties with learning. Learning difficulties may arise at any time throughout a student’s school life. Students with learning difficulties will have differing levels of educational need, which may require the provision of one or more educational support services over varying periods of time. Prime responsibility for meeting the needs of students with learning difficulties lies with the school and the classroom teacher. A school learning support team will play a key role in meeting this responsibility.

Learning Support Team Members The core team is comprised of:

• Deputy Principal • STLA • ESL Representative • Counsellor • Teachers Aide(s) • Careers Adviser • Other interested staff members

Specific staff may be invited to assist the core team in developing learning support plans for students whom they have referred.

Role of the Learning Support Team The Learning Support Team focuses on addressing the learning needs of students by ensuring that collaborative planning and programming occurs, that effective implementation strategies are in place, that available and appropriate school resources are being utilised, and that monitoring, assessment and reporting strategies have been developed. The Learning Support Team considers the type and level of support students with disabilities and learning difficulties require, to address their curriculum, communication, social skills, personal care and safety and mobility needs. The team identifies and brings together key personnel within the school community who are most suitable to support the classroom teacher in meeting the student’s learning requirements

The Learning Support Team will: • Implement an identification and referral procedure for students experiencing

difficulties in learning • Facilitate a range of appropriate support strategies for classroom teachers • If necessary prioritise students based on needs and availability of resources • Develop a coordinated plan for each student that might access external specialist

personnel eg. Aboriginal Education Consultant • Develop individual learning support plans that include progressive monitoring and

record keeping • Liaise with Training and Development Team to provide direction for training and

development related to learning support • Select, implement and evaluate learning support resources • Communicate and liaise with the school community regarding referral and follow-up

procedures • Review learning support strategies against current research and best practice

models and programs. • Liaise with the Welfare, Literacy and Training and Development Committees.

Resources

Resources Coordinator(s)

STLA Debbie Steed Counsellor Pam Grehan Learning Support Team Leader Jane Dean ESL HT Lyndell Town Welfare Team Leader Kim Ahearn All staff Northern Beaches SEA Caroline Powell (DGO)

Programs Coordinator

Welfare Interview Panel Deputies and Year Advisers as appropriate Integration Funding Programs Counsellor Peer Support Karen Gourlay NAPLAN Literacy Follow-up HT English NAPLAN Numeracy Follow-up HT Mathematics

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The Forest School Learning Support Referral Process Step 1: Teacher identifies student(s) experiencing learning difficulties.# Step 2: Teacher reviews the teaching and learning strategies for that student. (Refer to Student Support Strategy Sheet) Step 3: Adjustments/modifications may be made to achieve improvement in student’s achievement of learning outcomes. Step 4. The classroom teacher reviews the effectiveness of the strategies used.

a) If the student’s achievement of the course learning outcomes has improved, the referral process does not need to proceed at this time.

b) If the student is continuing to experience learning difficulties, the classroom teacher consults with the head teacher about proceeding onto step 5.

Step 5: The classroom teacher and the head teacher complete a Student Support Referral Form and submit it to either the Learning Support Team Leader or the STLA. Step 6: The student’s needs are assessed and a learning support plan for the student is developed in collaboration with the classroom teacher. This may involve the STLA, Counsellor, the Learning Support Team and/or external specialist personnel. Step 7: STLA and classroom teacher implement the learning support plan and monitor the student’s learning. This may involve consultancy, withdrawal and team teaching. Step 8: The effectiveness of the learning support plan is reviewed by the Student support team in consultation with the classroom teacher at the end of the program or at the half-yearly and yearly report periods. Step 9: a) When outcomes are achieved STLA assistance can be phased out.

b) If the outcomes have not been achieved the learning support plan may be modified.

# Referrals may also come from the Principal, Deputy Principal, Year Adviser,

Counsellor, parents, primary links and/or student and usually will enter the process at step 5.

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Learning Support Team (LST) Referral Process in outline

Step 4 Review effectiveness of

T&L strategies. Has the student’s

learning improved?

Step 2 Teacher reviews their teaching & learning (T&L) strategies for

student (Refer to Student Support Strategy Sheet)

Step 3 Adjustments & modifications may occur to

T&L strategies

Step 1 Teacher identifies students experiencing learning difficulties

Referral does not go ahead at this point

Yes No

Teacher consults with HT about proceeding

to step 5

Step 5 Classroom teacher and HT complete Student Support

Referral Form and submit to LST

Step 6 Student assessed & learning support plan developed with

classroom teacher(s)

Step 7 Learning support plan is

implemented and monitored

Step 8 Effectiveness of plan is reviewed by LST with classroom teacher(s)

Step 9a If learning outcomes improve, assistance (eg. STLA) may be

phased out

Step 9b It learning outcomes not

improved, learning support plan is modified

Referrals may also come from Principal, DP, YA, Counsellor, parent, primary links and/or student

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The Forest High School Student Support Referral

Student/Class Roll Class __ Date ______________

Teacher Subject ________________________________

Support Requested:- � Welfare � Careers � Counsellor

Learning Support Team:- � ESL � STLA �

Teachers Report:

Strategies and Interventions already Attempted:

Head Teacher Report:

Signature: _______________________ Date: ____________

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Action Taken Classroom Strategies: � Seat near teacher or low

distraction area � Seat near positive peer models � Use of rows instead of

tables/horseshoe/circle � Stand near student when giving

instructions � Sit student close for audio/visual

presentations

Presentation of Lesson: � Adjust work load, reduce

homework, assignments or give alternative assignments

� Teacher give student outline notes or study guide

� Keep notes/handout format simple which divide into clearly marked sections

� Highlight handout instructions � Give clear behavioural objectives � Catering for learning style of

student – oral, visual, kinaesthetic etc

� Ask student to repeat instructions for clarification and understanding

� Give reminders to student to stay on task

� Regular use of ‘hands-on’ student centred activities

� Use short, frequent quizzes � Acknowledge effort from student

Organisational Strategies: � Use diary to register and plan

homework � Use calendar to plan long

term assignments � Use of work notebook or

assignment notebook � Daily timetable is clear and

followed � Give reminder and time to

organise materials and work for desk/table

� AM check-in to organise for the day

� Lunch check-in to organise for PM

� PM check-out to organise for homework

� Arrange for duplicate set of classroom materials to use at home

� Develop parent – teacher contact

� Training in time management – eg. home timetable

� Training in how to prepare for and take tests

� Support student to develop the strategies to monitor own behaviour

� Implement behavioural contract

� Implement MHS merit award/rewards process

Note Taking Strategies: � Give student a copy of lecture notes � Arrange for note taking � Permit student to use a computer/tape

recorder � Training in how to take notes – specific

text types

Alternative Tests/Assessment Tasks: � Reduce number of test items � Practice taking similar test questions � Modify outcomes for assignments � Adjust marking/grading criteria � Adjust grading classifications – eg.

Satisfactory / unsatisfactory � Adjust time scale for assignment

completion � Have support staff administer test –

perhaps as reader or writer � Permit untimed testing � Permit student to use computer or tape

recorder

Support Given: � STLA withdrawal � STLA in-class support � ESL � Use of class buddy � Teacher Aide

Other: _________________________________

Other Comments:

Parent Contact/Interview:

Copy sent to Student Adviser: �

Copy filed in Learning Support Team Records: �

Copy in Student File: �

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Student Support Strategy Sheet # You may wish to consult with colleagues regarding what may be effective with student. Classroom Strategies: � Seat near teacher or low distraction area � Seat near positive peer models � Use of rows instead of

tables/horseshoe/circle � Stand near student when giving instructions � Sit student close for audio/visual

presentations

Presentation of Lesson: � Adjust work load, reduce homework,

assignments or give alternative assignments � Teacher give student outline notes or study

guide � Keep notes/handout format simple which

divide into clearly marked sections � Highlight handout instructions � Give clear behavioural objectives � Ask student to repeat instructions for

clarification and understanding � Catering for learning style of student – oral,

visual, kinaesthetic etc � Give reminders to student to stay on task � Regular use of ‘hands-on’ student centred

activities � Use short, frequent quizzes � Acknowledge effort from student

Organisational Strategies: � Use diary to register and plan homework � Use calendar to plan long term assignments � Use of work notebook or assignment

notebook � Daily timetable is clear and followed � Give reminder and time to organise

materials and work for desk/table � AM check-in to organise for the day � Lunch check-in to organise for PM � PM check-out to organise for homework � Arrange for duplicate set of classroom

materials to use at home � Develop parent – teacher contact � Training in time management – eg. home

timetable � Training in how to prepare for and take tests � Support student to develop the strategies to

monitor own behaviour � Implement behavioural contract � Implement MHS merit award/rewards

process

Note Taking Strategies: � Give student a copy of lecture notes � Arrange for note taking � Permit student to use a computer/tape recorder � Training in how to take notes – specific text types

Alternative Tests/Assessment Tasks: � Reduce number of test items � Practice taking similar test questions � Modify outcomes for assignments � Adjust marking/grading criteria � Adjust grading classifications – eg. Satisfactory /

unsatisfactory � Adjust time scale for assignment completion � Have support staff administer test – perhaps as

reader or writer � Permit untimed testing � Permit student to use computer or tape recorder

Support Given: � STLA withdrawal � STLA in-class support � ESL � Use of class buddy � Teacher Aide � Other: _________________________________

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The Forest High School Student Support Review

Student/Class Roll Class __ Date ______________

Teacher Subject ________________________________

Teacher Report on Effectiveness of Strategies: Effectiveness: (Circle) Strategies used (Please list): (1 = ineffective; 2 = unchanged impact; 3 = positive impact on outcomes)

1. ___________________________________________________________ 1 2 3

2. ___________________________________________________________ 1 2 3

3. ___________________________________________________________ 1 2 3

4. ___________________________________________________________ 1 2 3

5. ___________________________________________________________ 1 2 3

6. ___________________________________________________________ 1 2 3

7. ___________________________________________________________ 1 2 3

Teacher Comments:

Head Teacher Comments:

Further Support Requested:- � Welfare � Careers � Counsellor

Learning Support Team:- � ESL � STLA