Schools That Succeed, Students Who Achieve: Profiles of Programs Helping All Students to Learn

Profiles of Programs Helping All Students to Learn James Deneen. SCHOOLS THAT SUCCEED, STUDENTS WHO ACHIEVE profiles ofprogmms helping all.
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Grade 6 students participate in the region's 'Passions and Pathways' Program - a partnership with local business and industries. High expectations around work and behaviour are part of the school culture. Calmer Classrooms is used throughout the school to ensure all children are engaged and experience success in all aspects of the day. The school works hard to build and maintain relationships with families to support every students' education. A significant renovation to the main building over the last few years has created modern, flexible teaching and learning spaces.

The school has commenced a further refurbishment that will see the development of the grounds including an undercover multipurpose court area, a running track and new playground equipment and the corner building fondly known as 'The Church' used as our multipurpose room. To provide a caring, supportive learning environment, which prepares all students to reach their full potential, continue learning and make positive contributions to the community. The following Values are a part of all attitudes, behaviours and learning at Eaglehawk Primary School. Caring, Community, Honesty, Learning and Respect.

We use calmer classroom strategies to dynamically ensure that all children participate in all aspects of the teaching and learning program. Inclusive education is a major focus of our day helping all children achieve to the best of their potential. Calmer classroom strategies are used daily to:. Deescalate situations through the teacher keeping calm and talking down the situation. A toolkit from the International Dyslexia Association. It includes information about dyslexia, classroom strategies, tips and tools. Piper Otterbein, a senior student at Cape Elizabeth High School in the US, talks about her experience of dyslexia and discovering her strengths in When using videos, consider using videos that have closed captions, where the accurate narration also appears like subtiltes at the bottom of the video.

Create digital rather than only hard copy content and information. This enables students to personalise how they access. They can listen to it, add digital sticky notes, or sync it to online calendars and organise it in ways that work for them.

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Take a multisensory approach — use real experiences, physical activities, manipulables, photos, graphics and video alongside text or spoken content. Present digital rather than printed text so that students can personalise it and use tools such as text-to speech.

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Turn on the closed captions on videos. Model and practise creative ways to present information that support engagement and understanding. For the teachers blog. A series of informative blog posts supporting educators to use digital games for learning. A student with dyslexia at Fraser High School reflects on managing her learning. This is one section of a longer video. Present information in a range of ways over an extended period of time for example, a week to help students to retain information, build their understanding, and stay stimulated and focused.

Discuss the effectiveness of the classroom with students and make modifications and remove barriers where needed. Make effective use of visual prompts and cues to support understanding and navigation in online environments. Encourage students to adapt the environment to meet their needs by, for example, wearing headphones, moving to a quiet working environment or taking a walk to support their thinking.

Use charts, visual calendars, colour-coded schedules, visible timers and cues to increase the predictability of regular activities and transitions. Encourage students to use their mobile devices to schedule alerts and reminders for regular and novel events and task deadlines. Model and make available graphic organisers and flow charts to support planning and thinking in all curriculum areas. Break tasks and lengthy assignments into small manageable parts. Schedule workflow using Trello to organise what needs to be done and when. For students with dyslexia, a visual representation of time passing can help support personal time management.

Access the Time Timer Apps , or visit the link in the resources section, to find timers that might be useful for your students. The Toolkit software enables any curriculum developer or researcher to design web-based curricula or interventions — from scratch, as well as to retrofit existing curricula into a UDL-supported, scaffolded learning environment for middle and high school students. A wide range of graphic organisers from Education Oasis that can be printed and some that can be filled out online.

Identify and minimise potential barriers to students successfully demonstrating their understanding. Create opportunities where students can personalise learning tasks and build on their knowledge, experience, and strengths. Encourage independent and collaborative work in different formats, such as mind maps, videos, photos, podcasts, and diagrams.

Provide opportunities for students to gain confidence using a range of media so they can select the most appropriate to express their learning. Make learning support tools available to all students text-to-speech, graphic organisers, planning tools, storyboards and so on. Sandra Gillies, Onslow College, explains the importance of thinking aloud to model the process of decoding. Sandra suggests that thinking aloud helps students to connect with their own background knowledge and build meaning.

Offer students a range of options and supports to enable them to confidently and creatively express their thinking. Visit the blog post, Creative ways to show what you know for more ideas. Students describe the difference that having access to text-to-speech has made to their achievement. National Center on Aim US. A group of US high school students describe the positive impact text-to-speech technologies have made to their independence, their confidence as learners, and to their increasing achievement. Video with closed captions.

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Did you want to Search all of TKI? Search all of TKI? Welcome to Inclusive Education. Home Guides Dyslexia and learning Dyslexia is common. Effect on learning Indications. Adaptations Digital tools Phonological awareness Teaching approaches. Adaptations Organisation skills Participation Processing skills Self-esteem. Information about dyslexia Students with dyslexia need support in literacy-learning tasks and thinking strategies.

An overview of dyslexia video Video source: Dyslexia - so what is it all about? No captions or transcript available Source: A definition of dyslexia Dyslexia is a term used to describe a range of persistent difficulties with aspects of reading, writing and spelling.

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Dyslexia fact sheet Dyslexia is A brain-based issue that makes it hard to learn to read accurately and fluently. Learners don't outgrow dyslexia but with the right support, key skills can improve. A common learning issue. Many successful people have it, and researchers have been studying it for over a century. A problem of intelligence. Learners with dyslexia are just as smart as their peers. A problem of vision. The core issue involves understanding how the sounds in words are represented by letters. A problem of laziness. Learners with dyslexia are already trying hard.

They need more help to make progress. See dyslexia differently video Video source: All brains are individual This animation seeks to preempt misconceptions among young audiences by shedding light on the real challenges dyslexic children face whilst also acknowledging their strengths and potential. Indications of dyslexia Dyslexia is usually associated with difficulties in reading and writing, particularly related to phonological awareness.

However it can frequently be identified by a range of difficulties in other areas including: Early identification Early identification enables appropriate instruction and support to be put in place. General difficulties experienced by learners with dyslexia may include: Average scores often mask peaks and troughs in performance i. Significant discrepancies across test categories often indicate a learning disability, with scores from oral responses typically being much higher than scores from written responses.

Teachers can identify gifted learners who have learning disabilities by examining their behavioural profiles. Build your understanding image.

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How dyslexia can affect learning. Students describe dyslexia NZ video Video source: Dyslexia at Kapiti College In this student-made video, students at Kapiti College describe their personal experiences of dyslexia. Areas of difficulty Dyslexia affects people in different ways and differently depending on contexts.

Dyslexia and the brain video Video source: Phonics-based interventions An explicit, phonics-based approach to teaching learners with dyslexia to read causes increased activity in the parts of their brain associated with reading. Closed captioning available in player Source: Dyslexia and numeracy image.

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Social and emotional effects Gifted learners with dyslexia are at risk. Improvements in motivation, commitment, performance and self-concept occur through: Identifying needs and strengths, and accessing support Get to know the student and take an evidence-based approach to identifying where they need support.

Ministry of Education, inclusive education videos NZ Closed captioning available in player. Talk with the student and consider a learner profile. Sample learner profile image. Developing a learner profile means your students can: She uses this information in her planning: Supporting self-advocacy Having students create a learner profile for themselves is a great way to have them develop a better and fuller understanding of who they are as learners. Most effective when used together. Tapping into passions image.

Dyslexia can be familial image. Dyslexia can run in families As dyslexia is often hereditary, family members may have had a difficult time at school and their experiences may colour their expectations of the contribution a school can make. Working as a team Suggestions for an effective partnership with the learning support coordinator. Section 5 Detailed information to support classroom observation and assessment processes are outlined in section 5 of About Dyslexia.

Using e-portfolios to collaborate NZ video Video source: Timely communication John Robinson, HoD Learning Support, reflects on the impact of using digital tools to share information about students among staff. Using e-portfolios to collaborate NZ. Teaching as inquiry Be a learner as well as a teacher.

Inquire into and reflect on the impact of your practice and actions. Supporting resilience video Video source: Resilience for kids with dyslexia, learning and attention issues Students with dyslexia often succeed in learning despite the challenges they are faced with. Access programmes, approaches, online resources, and organisations. NZ and overseas organisations. Out-of-school teaching programmes Many students with dyslexia participate in out-of-school dyslexia support programmes. OpenDyslexic font Introduce students with dyslexia to the free, open-source font, OpenDyslexic, which can be downloaded from the Open Dyslexic website.

The OpenDyslexic font has been designed to increase readability for readers with dyslexia. Supporting key areas of learning and wellbeing: Use recommended approaches to support literacy learning, years 1—8. Supporting group work Many students with dyslexia will benefit from targeted support built into general or small group strategies that build phonological awareness, and reading, writing and spelling skills.

Supporting reading and writing Common approaches that have been used to support reading and writing. Using technology to support independence Primary teacher Linda Ojala describes how she utilises Reading Eggs and other online tools to support student autonomy in literacy. Using online tools at Silverstream School NZ. Sounds and Words, online resource Sounds and Words is a resource designed to support teachers and students to learn about phonological awareness and spelling.

The Sounds and Words online resource provides support in four areas: Phonological awareness Spelling Grammar Vocabulary. Make assistive technologies available to all students in years 1— Utilising text-to-speech tools video Video source: Introduce students to alternative ways of accessing text In this video tutorial, US educator and UDL consultant, Kit Hard explains how to use text-to-speech to access digital text across the curriculum.

Turning on closed captions image. Turn on the closed captions cc on YouTube videos Closed captions cc are essential for students with hearing impairment. Technology tools for literacy Introduce students to free or inexpensive tools that can remove barriers and provide support for literacy learning. Text-to-speech TTS software converts text from a website or digital document into speech by reading written information aloud. It is often highlighted with word tracking.

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  • Dyslexia and learning.

Explore Readability or use the Reader function on Mac operating systems to access clutter-free web pages. Spell and contextual grammar checkers. Explore Ginger for Chrome. Turn them on when sharing videos with students. Laptops to support writing NZ video Video source: Captioning to support literacy video Video source: Using whole-class strategies to support students with dyslexia, years 1—6 Take a reflective look at your classroom, including your teaching methods, assessment processes, materials and the ways you construct learning tasks.

Support participation and build confidence. Supporting collaboration and resilience Support students to develop strategies for "getting out of the pit" when they get stuck in their learning. Problem-solving at Stonefields School NZ. Ideas for building confidence. Give students time to succeed image. Giving students with dyslexia the time they need to succeed Consider reducing the quantity rather than the complexity of the learning for students. Create a responsive learning environment image. Use the UDL framework Gifted students with dyslexia respond positively to a responsive learning environment approach , especially if a Universal Design for Learning framework is used, leading to improvements in motivation, commitment, performance and self-concept.

Create a responsive learning environment. Is my classroom dyslexia aware? Classroom checklist Use this dyslexia aware self assessment to consider the options available to students with dyslexia. Consider how you can build these suggestions into the way you work with all your learners.

Present information in different ways. Using visuals and visual timetables NZ video Video source: Supporting understanding Linda Ojala describes how she uses visuals alongside text and spoken language to support access to information and increase understanding for all students. Using visuals and visual timetables NZ. Multi-sensory methods video Video source: Working to student's strengths At Southfield School, teachers use multisensory methods to support students with dyslexia in the classroom alongside their peers. Presentation considerations Suggestions for presenting content to support access and understanding.

Technologies support flexibility NZ video Video source: Providing options Offer students information, content and instructions in different ways to support understanding. Technologies support flexibility NZ. Finding videos with closed captions How to find YouTube videos with closed captions using a laptop or desktop computer. Environments to support thinking NZ video Video source: Environments to support thinking NZ.

Collaborative classroom strategies video Video source: Inclusion in the classroom Practical classroom strategies, including a buddy system, are described. Part 2 of a UK training resource from the Department of Education. Using mind maps image. Supporting understanding Model the use of colour, symbols, and images alongside text when using mind maps. Encourage students to use mind maps to support thinking and organise ideas. Provide support and options for students to express what they know.

An iPad unlocks learning NZ video Video source: Access and success For Felix, a student with dyslexia, joining an iPad class has had a significant impact on his learning. Options for student expression Provide options for students to express what they know in a variety of ways. Create opportunities where students can personalise learning tasks and build on their knowledge, experience and strengths.

Develop success criteria with the students and present it supported by visuals. Structure collaborative activities so that each student knows what they are expected to do. Create opportunities for students to gain confidence in a range of media so that they can select the most appropriate to express and share their learning. Assess understanding and presentation separately. Discuss the best environment for students to work in during exams and assessments.

Using digital collaborative tools image. Utilise flexible technologies video Video source: Supporting success in assessments Discuss with students what support they need to demonstrate their understanding in assessments. Using whole-class strategies to support students with dyslexia, years 7—13 Take a reflective look at your classroom, including your teaching methods, assessment processes, materials and the ways you construct learning tasks. Education not Limited UK No captions or transcript available.

Valuing difference video Video source: An Unwrapped Gift Students and young adults with dyslexia talk about how recognising and valuing their strengths and the different ways they learn turned around their approaches to school and life in general. Suggestions to foster confidence. Demonstrating empathy NZ video Video source: Increasing knowledge of dyslexia A student from Kapiti College describes the impact of dyslexia on his learning and self-esteem.

Notice and act "Even more debilitating than having difficulty with basic skills can be an accompanying feeling of failure or low-self worth". Discuss observations with the wider team. Dyslexia Foundation of New Zealand Source: Using a range of multimedia video Video source: Seek out a variety of content Offer students learning materials in a range of different media.

Providing information in multiple ways Provide students with multiple ways to engage with information.

Ideas for presenting content Ideas for presenting content in more than one way to support understanding. Be creative in presenting information to students Model and practise creative ways to present information that support engagement and understanding. Managing myself A student with dyslexia at Fraser High School reflects on managing her learning. Self management at Fraser High NZ.

Ideas for supporting concentration Provide options to support concentration and short-term memory. Using visual timers video Video source: Using visual timers For students with dyslexia, a visual representation of time passing can help support personal time management.

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Personalising learning checklist Optimise the environment for personalised learning. Helping students decode difficult words Sandra Gillies, Onslow College, explains the importance of thinking aloud to model the process of decoding.

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Thinking aloud at Onslow College NZ. Ways to show what you know image. Creative ways to show what you know Offer students a range of options and supports to enable them to confidently and creatively express their thinking. Benefits of text-to-speech video Video source: Impact of the Missouri Text-to-Speech Pilot Program Students describe the difference that having access to text-to-speech has made to their achievement.