Monitoring change

Achievement Challenge 5	Theory of action/ chain of events	Implementation of change	Monitoring the effects
Improve the achievement of students with additional needs in the learning areas of English/key competency using language symbols and texts	If students are able to manage themselves, will this help them improve their writing outcomes? The areas of focus has been: Will students be motivated to write and manage themselves if They are asked to write for real/authentic reasons and if They have the correct writing tool.	After looking at the research by Dr Sally Clendon, I encouraged whanau to be involved. Each week they sent in a range of photos from the weekend. These are the events that the student can relate to, they have had the experience and are more eager to share some information.  It is authentic and students are more motivated.  Photos are also used from daily school activities. I also used the research that Jane farrall did on finding the correct writing tool. I investigated  a range of alternative writing tools and trialled it with students. Once they had a tool that they were successful using, students were more motivated to write.  Daily opportunities to write and explicit teaching had to occur.	I have noticed improved attitudes in students. Students have a better understanding of what writing means. They are more motivated to write. Students are working on a task for longer periods and not giving up. They are wanting to share their work both at school and at home. They feel more confident in attempting writing. The evidence is in the writing sample.

Inclusive Education

Inclusive teaching and learning

On Thursday and Friday last week my colleague Donna and I attended the Inclusive Education symposium at Kohia. We took away a few gems from the day and I would like to share some of that learning.

Vonnie Jones from MoE shared  information about the Inclusive education website and here are some of her key messages.

• Our schools and classrooms are places where we have rich diversity and sometimes complex challenges.
• Teachers don't always feel confident they have the skills and knowledge to respond to the unique strengths and needs of all learners in their classrooms.
• Sometimes teachers worry that in order to meet all the learning and well-being needs of learners they will need to plan many separate programmes. 
• The Inclusive education website has information and strategies that will help teachers plan for and meet the needs of all learners and what works for some, can work for all.

Here is the link to the website- https://www.inclusive.tki.org.nz/

Investigating writing tools

Using clicker sentences as 'A' writing tool 

“Students can start exploring and experimenting with alternate pencils/ writing tools 
BEFORE they know letter names or sounds,and well before they have control of 
the choice making required to choose specific letters.
Over time, you begin to see evidence that students are learning letters.”
–The Center for Literacy and Disability Studies

What is an alternative pencil/writing tool?
In order to develop literacy skills, all students need a way to write using the full alphabet no
 matter what level of understanding they appear to have about print.
(In my previous blog posts, I discussed a range of alternative writing tools).
Developed by Hanser (2009) at the Centre for Literacy and Disability Studies (CLDS), 
an alternative pencil is defined as anything that provides a student with access to all 
26 letters of the alphabet.

How can students benefit from using an alternative pencil/writing tool?

Writing is an essential component of literacy instruction for students without disabilities and a part of their daily instruction. In order for students with significant disabilities to develop as readers and writers, daily writing is equally, if not, more important. However, this becomes a challenge when most students with significant disabilities are unable to hold a pencil.

Which students would benefit from using an alternative pencil/writing tool?

For students with physical, cognitive or linguistic challenges, an alternative pencil can offer a way to write and/or explore the alphabet while focusing the majority of their cognitive energy on text production.

Alternative “pencils” /writing tools were created for students unable to hold a traditional pencil or physically manipulate a standard keyboard. As well, if a student can hold a pen or a pencil but struggles to form letters with it, especially if they have already been practicing for years, then we need to look at an alternative pencil for the majority of their writing.

Alternative pencils can be used with writers of varying abilities and ages including students who are emerging writers and those who are able to write more conventionally (Browder & Spooner, 2011).

This student is unable to form any letters independently and is at the scribbling stage.
Even though his language is limited, when something of interest happens, he does have ideas and attempts to say what is happening. Here I introduced him to clicker sentences. The student gave the sentence. I added the words and he was able to put that in a sentence. He was really exited when it read back to him. This was definitely a good motivator.

This student is able to string a few words together, she is very keen on adding her thoughts and wants to attempt spelling the words, she is still learning to use the predictive text. This is her independent work.

This student has had a few opportunities to work on clicker sentences and is able to form a simple sentence. He is very motivated to use this as his writing tool as he is successful and feels a sense of accomplishment. This student has autism and will only write for real reasons. He has to experience something to write about it.