Coursework planner

Literacy Intervention program Data from the school-uuide testing coursework planner program for literacy uuas pooled uuith NflPLflN data (for Years 3, 5 and 7) to identify: o students at risk of falling belouu the national minimum literacy standard uuho uuould benefit from one-to-one teaching support using a targeted uuithdrauual program o students in Years 3, 4 and 5 uuho uuould benefit from targeted small coursework planner group teaching sessions for guided reading, spelling and grammar. The specialist literacy teacher also compiled a folder for each teacher uuith teaching resources that related to the identified louu scoring areas (i. These folders also provided a resource for collaborative planning sessions betuueen classroom and specialist teachers. Additional in-class support uuas developed through a professional support program for teachers and this focused on strategies to support differentiated teaching.

Numeracy Intervention program The identification and support program for students uuho uuere deemed to be at risk of numeracy failure uuas conducted in the coursework planner same manner as the program described above for literacy. For example, the school uuide and NAPLAN testing uuas used to identify: o students at risk of falling belouu the national minimum numeracy standard uuho uuould benefit from one-to-one teaching support in a targeted uuithdrauual program o children in the first year of school lacking basic numeracy skills uuho uuould benefit from a learning assistance program to build basic skill development. Special needs support program One-to-one instruction Students uuith severe disabilities uuere supported in class uuith a School Support Officer (SSO) uuho uuorked uuith students on a one-to-one basis to deliver an individualised learning plan. Improved resources The LNSLN funds also supported the purchase of resources for literacy, numeracy and special needs education. Teacher i will pay you to write my paper professional development The teacher development program uuas supported by the specialist literacy and numeracy teachers, uuho uuorked alongside classroom teachers to build their confidence in using assessment information to plan and implement more effective teaching strategies. Specialist teachers met uuith classroom teachers to analyse NAPLAN and other data and to help them to use evidence to plan and implement teaching strategies that addressed particular student needs. Numerous incidental meetings also occurred during intervening periods.

Targeted professional development Teacher professional development uuas guided by the Australian curriculum.

Mentoring coursework planner and coaching The program of support included mediated teaching by the specialist teachers uuho mentored and coached individual teachers to build their capacity. Professional learning A series of regular school-uuide staff meetings provided a forum for additional professional learning for staff. These meetings uuere opportunities coursework planner for teachers to discuss data and teaching responses, and helped to build a shared climate of reflection, planning and revieuu. Funding uuas used to release teachers from classroom duties to attend external professional learning programs for literacy and numeracy.

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Resource Development Teacher access to additional resources uuas important for the ujhole of school strategy.

Additional funds ujere used to improve the quality of literacy materials and ICT capacity in the school. The resources purchased uuith this money uuere: o spelling books - for students in Years 1 to 6, to ensure that a consistent approach uuas adopted across all levels o grammar books - for students in Years 3, 4 and 5, to improve grammar instruction at these levels o interactive reading resources - for students from Reception through to Year 2 to improve their engagement in reading. ICT development BER funding provided the school uuith a neuu Mac computer suite. Interactive uuhite boards uuere also placed in most classrooms to improve the use of ICT and multimedia in teaching. UUorkshops assisted staff to access information and curriculum support from the uueb and to improve their confidence in using uueb- based resources. Parent engagement As part of the National Partnership ujork the school set out to improve parent engagement.

This resulted in ideas for displays, articles and information in the neuusletter, and coffee mornings uuith staff presentations to parents on curriculum developments at the school. Plans ujere underuuay to follouu this ujork up further in 2012 and to conduct a parent survey. Summary of evidence from Case Study 12 against project goals 1.

Monitoring and planning The school had an established record for data collection about student learning, and used a uuide range of data to provide information about student learning at all year levels. Teachers used information from a number of assessment instruments to help monitor and plan for student learning. Small group and individual teaching plans ujere developed in response to data.

The NAPLAN data provided an additional nationally comparative measure against uuhich student progress could be assessed. The NAPLAN analysis also provided an additional impetus for teachers to develop a more differentiated approach to teaching. Literacy and numeracy Literacy and numeracy uuere targeted for assessment and for differentiated teaching. Teaching specialists provided guidance and resources to build the capacity of classroom teachers to address the needs of different teaching groups.

Teachers at the school uuere also becoming more focused on uuorking to address student strengths in learning, in addition to ujeaknesses. Leadership The leadership team uuas proactive in accessing all possible forms of support for the school, including funding, specialist teacher support and teaching resources. The tuuo lead teachers tuere also instrumental in leading staff development, and in maintaining and enriching a uuhole of school approach touuard the use of data to guide teaching practice.

Evidence-based practices relating to policies The school used evidence-based practice to inform its teaching. There uuas an identified need for improved testing to more directly link assessment for literacy and numeracy to teaching strategies.

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