Tairangi School Procedure Statement

LEARNING SUPPORT        NAG 1 Curriculum

The following procedures are to be followed by the school:

  1. The school’s Special Needs Register will be updated so in June and November students with special needs are identified.  New students will be added as identified.
  2. Regular IEP’s are mandatory for ORRS students.  IEP’s will be developed for other students as necessary.
  3. Teacher time will be provided with the staffing generated by all ORRS students.
  4. Teacher-aide hours allocated to ORRS students will be delivered.
  5. Parents will be fully informed and consulted if their child is involved in special needs programmes.
  6. Use will be made of the expertise of outside agencies when appropriate.
  7. The Teacher with Responsibility for Special Needs will coordinate all special needs programmes and report regularly to the Principal and Board of Trustees.
  8. Special programmes will assist in allowing students in the school to have their needs met through inclusive education.


Rationale

Children progress at different rates and some children need extra support to help them reach their full potential.

Definitions

Special Learning Needs covers children,

Refer to the following related documents

Purposes

  1. To ensure all children with special learning or behaviour needs are identified.
  2. To ensure all children with special learning or behaviour needs are adequately supported to overcome barriers to learning.
  3. To ensure that the resources put into the Special Needs Programme are used to maximum benefit for children’s learning.

Guidelines

  1. A variety of assessments tools will be used to identify children with Special Learning Needs
  2. Referrals to other agencies (RTLB, GSE, RT:Lit, SLS) will be made in consultation with the Special Needs Team.
  3. The Special Needs Team consists of the Special Needs Teachers and SENCO.
  4. Provision for Special Learning Needs will be a whole team effort between class teacher, teacher aide where appropriate, SENCO and special needs teachers and outside agencies where appropriate.
  5. Varying degrees of extra support will be provided according to severity of need.
  6. The programme needs to be flexible in order to meet the specific needs of the children

Implementation

Identification

Children will be identified for the SN register who are

 

Meetings for ESOL and students with Specific Learning Needs

  1. Meetings to evaluate progress, set new goals and discuss the most effective strategies will be held termly.
  2. Relievers will release teachers to attend these meetings
  3. Class teachers, special needs teacher, SENCO and teacher aide and RTLB where appropriate will participate in the meetings.
  4. Teachers will bring the evaluated Special Education Plans (SEP) to the meeting
  5. Evidence of progress based on the objectives from the SEP will be provided at the meetings. (eg. running records, writing samples, maths tests, spelling lists etc).
  6. Appropriate schoolwide assessment data will be available at the meetings to refer to.
  7. Evidence of need will be brought to the meeting for any new children. Acceptance of any new students will be made by the SENCO and SN teachers.
  8. Occasionally new students may need to be picked up straight away. (eg new arrivals in the country with no English, ORRS or RTLB students from another school). Special Needs Team will meet to discuss these cases before any decisions are made so any necessary adjustments can be made to the timetable.

Discontinuation

Students who have made satisfactory progress will be monitored for a term with in the class programme. At the end of that term a decision will be made to continue monitoring termly, bring back fully onto the register or be taken off the register.

Reading Recovery

Ex Reading Recovery Students will be monitored through the Special Needs Meetings each term and evidenced in the SN meetings. Monitoring records will be kept in the Reading Recovery Register.

Records

  1. A register of all SN children will be kept and altered at the end of each term. Updated copy to Principal each term.
  2. Special Education Plans (SEP) will be written for each child identified on the register.
  3. Minutes for the Termly Meetings will be written. Copy to Principal.
  4. Minutes and SEPs will be kept in Special Needs Folders for each class.
    These will be kept as an historical record of support given.
  5. Teachers will keep copies of the SEP in the class planning folder.

Degrees of Support

  1. Children significantly below the expected level will receive extra teacher or teacher aide support. SEP will be written and evaluated, in liaison with the class teacher, by the special needs teacher.
  2. For other children teachers will be supported by the special needs team to tailor their learning programmes within the class to meet their specific needs. Progress will be closely monitored in the class and evaluated each term. Class teachers will write and evaluate the SEP.

Supervision

SENCO will …

  1. check SEPs for accuracy, SMART objectives, effective strategies and sufficient detail.
  2. through the term randomly check to make sure SEPs are being adequately implemented and if there are any changes that need to be made. This will be done in liaison with the class teacher, SN teacher, RTLB, RT:Lit, and direct observation.

Report to Principal on the delivery of the Special Needs programme termly

File:speced1.doc        Procedure statement – Special Education