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  Four	
  Blocks	
  Literacy	
  for	
  
                                   	
  
  Students	
  with	
  Complex	
  
Communica;on	
  Needs	
  (CCN)          	
  
                	
  
Margaret	
  Maher      	
  
Willans	
  Hill	
  School   	
  
           	
  
Willans	
  Hill	
  School	
  
              •  69	
  students	
  with	
  
                 intellectual	
  and	
  
                 physical	
  disabili3es	
  
              •  Aged	
  from	
  5	
  years	
  to	
  
                 18	
  years	
  
              •  9	
  classes	
  
              •  9	
  teachers	
  and	
  9	
  
                 school	
  learning	
  
                 support	
  officers	
  
Four Blocks Literacy for Students with Complex Communication Needs
Before	
  Four	
  Blocks	
  
•  90s	
  –	
  therapy,	
  sensory	
  ac3vi3es,	
  living	
  skills,	
  
   (deficiency	
  model)	
  teacher	
  	
  directed	
  ac3vi3es	
  
•  Individual	
  staff	
  working	
  in	
  isola3on	
  
•  Students	
  priori3es	
  and	
  expecta3ons	
  were	
  not	
  always	
  
   curriculum	
  based	
  
•  High	
  school	
  was	
  prepara3on	
  for	
  aKer	
  school	
  
   experiences	
  
•  Students	
  with	
  complex	
  communica3on	
  needs	
  were	
  
   serviced	
  by	
  external	
  agencies	
  -­‐	
  therapist	
  
2008	
  QTAL	
  Project	
  
•  Quality	
  teaching	
  and	
  learning	
  project	
  –	
  an	
  amazing	
  
     opportunity	
  to	
  have	
  our	
  colleagues	
  come	
  into	
  our	
  
     classroom	
  and	
  assist	
  us	
  with	
  challenges	
  of:	
  
       –  Engagement	
  
       –  Inclusivity	
  
       –  Substan3ve	
  communica3on	
  
	
  
•  	
  Experience/exper3se/enthusiasm/ideas	
  were	
  
     shared	
  and	
  3me	
  for	
  discussions	
  available.	
  
Communica;on	
  
•  Opportuni3es	
  across	
  all	
  Key	
  Learning	
  Areas.	
  
•  Expec3ng	
  all	
  students	
  to	
  give	
  a	
  response	
  –	
  make	
  it	
  
   automa3c	
  that	
  you	
  ask	
  a	
  ques3on	
  to	
  a	
  non	
  verbal	
  
   student	
  as	
  you	
  do	
  to	
  their	
  peers	
  with	
  speech.	
  
•  Four	
  Blocks	
  emphasises	
  access	
  and	
  the	
  need	
  to	
  look	
  
   at	
  response	
  3mes.	
  One	
  of	
  the	
  major	
  benefits	
  has	
  
   been	
  for	
  students	
  with	
  CCN	
  have	
  displayed	
  quicker	
  
   response	
  3mes	
  –	
  ie:	
  answer	
  more	
  quickly	
  because	
  
   they	
  have	
  had	
  so	
  many	
  opportuni3es	
  to	
  give	
  an	
  
   answer	
  with	
  Four	
  blocks.	
  
Communica;on	
  
•  Allowing	
  strategies	
  used	
  in	
  the	
  classroom	
  to	
  be	
  
   transferred	
  into	
  other	
  social	
  situa3ons	
  –	
  on	
  the	
  
   playground,	
  at	
  home	
  and	
  other	
  educa3onal	
  sengs	
  
   eg	
  Library	
  
•  All	
  staff	
  having	
  key	
  caddies	
  to	
  interact	
  with	
  all	
  
   students,	
  especially	
  in	
  transi3ons.	
  
•  Key	
  caddies	
  a]ached	
  to	
  	
  wheelchairs	
  and	
  yes/	
  no	
  
   visuals	
  on	
  trays	
  or	
  pommels.	
  
Four Blocks Literacy for Students with Complex Communication Needs
What	
  are	
  the	
  Four	
  Blocks?	
  
•  Mainstream	
  literacy	
  program	
  developed	
  by	
  Patricia	
  
   Cunningham	
  &	
  Dorothy	
  Hall.	
  
•  www.fourblocks.com	
  
•  Guided	
  Reading,	
  Self	
  Selected	
  Reading,	
  Wri3ng	
  and	
  
   Working	
  with	
  Words	
  
•  Used	
  with	
  special	
  educa3on	
  students	
  by	
  the	
  Centre	
  
   for	
  Literacy	
  and	
  Disability	
  Studies-­‐	
  University	
  of	
  
   North	
  Carolina	
  
•  Staff	
  member	
  at	
  our	
  school	
  a]ended	
  a	
  course	
  with	
  
   Karen	
  Erickson	
  and	
  David	
  Koppenhaver	
  
•  Brought	
  the	
  idea	
  back	
  to	
  the	
  school	
  
IMPLEMENTING	
  THE	
  FOUR	
  BLOCKS	
  
      LITERACY	
  PROGRAM	
  	
  
    AT	
  WILLANS	
  HILL	
  SCHOOL	
  

    •  Our	
  school	
  was	
  failing	
  students	
  in	
  providing	
  
       successful,	
  sustainable	
  communica3on	
  
       systems	
  for	
  all	
  students.	
  

    •  We	
  were	
  in	
  a	
  rut!!	
  

    •  Important	
  to	
  make	
  our	
  students	
  be]er	
  
       communicators.	
  
What	
  did	
  we	
  do?	
  
•  Looking	
  at	
  our	
  atude	
  and	
  philosophy	
  regarding	
  all	
  
   students	
  as	
  poten3al	
  Literacy	
  learners	
  
•  Our	
  3metables-­‐	
  a	
  commitment	
  to	
  the	
  four	
  blocks	
  
   everyday	
  	
  
•  Commitment	
  to	
  in-­‐school	
  Training	
  &	
  Development	
  
   (detailed	
  planning	
  began	
  late	
  2008	
  in	
  readiness	
  for	
  
   2009)	
  
•  Broadened	
  the	
  role	
  of	
  support	
  staff	
  (School	
  Learning	
  
   Support	
  Officers,	
  Vision	
  support,	
  Library,	
  etc).	
  
What	
  did	
  we	
  do?	
  
•  Repe;;on	
  with	
  variety	
  –	
  partner	
  assisted	
  scanning	
  	
  
	
  	
  	
  	
  (	
  Linda	
  Burkhardt)	
  
•  Resources	
  	
  that	
  we	
  knew	
  worked:	
  topic	
  books,	
  
                soKware	
  (Boardmaker	
  Plus!,	
  Clicker,	
  Photostory),	
  Tar	
  
                Heel	
  Reader,	
  ac3vity	
  cards	
  to	
  give	
  people	
  lessons	
  or	
  
                transi3on	
  breaks,	
  access	
  dic3onary,	
  topic	
  boards,	
  
                (lite	
  tech)teacher’s	
  toolkit…..	
  
•  	
  Presents	
  -­‐	
  big	
  key	
  	
  keyboards,	
  camera	
  mounts,	
  ipad	
  ,	
  

                switch	
  mounts,	
  	
  printers	
  in	
  each	
  room	
  (	
  direct	
  access	
  
                to	
  prin3ng)(high	
  tech)	
  SoKware	
  -­‐Cloze	
  pro,	
  Co-­‐writer	
  	
  
Four Blocks Literacy for Students with Complex Communication Needs
How	
  did	
  we	
  change?	
  
•  Used	
  late	
  2008	
  to	
  begin	
  work	
  and	
  understanding	
  of	
  
   the	
  Wri3ng	
  Block.	
  Beginning	
  talking	
  about	
  other	
  
   blocks.	
  	
  
•  2009	
  was	
  to	
  be	
  the	
  launch	
  of	
  complete	
  four	
  blocks	
  
   within	
  each	
  classroom	
  for	
  all	
  students.	
  
•  Overwhelming	
  
•  Didn’t	
  happen	
  due	
  to	
  obstacles	
  
•  Some	
  blocks	
  happening	
  in	
  some	
  classrooms	
  
What	
  did	
  we	
  change?	
  
•    Repor3ng	
  	
  
•    Assessments	
  –	
  photos	
  and	
  videos	
  
•    Priori3es	
  –	
  at	
  least	
  1	
  to	
  be	
  literacy	
  based	
  
•    Awards-­‐	
  assembly,	
  Principal’s	
  
•    Staff	
  use	
  literacy	
  language	
  
•    Role	
  of	
  support	
  staff	
  –	
  involved	
  in	
  planning,	
  
     observa3on	
  and	
  assessment	
  
Valuing	
  all	
  
•  Acknowledge	
  vocalisa3ons	
  and	
  all	
  contribu3ons.	
  	
  
•  A]ribute	
  meaning	
  to	
  all	
  interac3ons.	
  Provide	
  specific	
  
   feedback	
  for	
  CCN	
  student	
  behaviour	
  –eg	
  “you’re	
  
   looking	
  away	
  –	
  I	
  think	
  you	
  are	
  telling	
  me	
  no!”	
  
•  Respond	
  and	
  try	
  to	
  extend	
  answers	
  –	
  choice	
  boards,	
  
   sensory	
  feedback,(Sounds,	
  touch)	
  
•  Wai;ng	
  –	
  give	
  all	
  students	
  3me	
  to	
  process	
  your	
  	
  
   request	
  and	
  respond	
  (up	
  to	
  2	
  minutes	
  and	
  beyond)	
  	
  
Things	
  that	
  changed	
  the	
  
 direc;on	
  of	
  Willans	
  Hill	
  School	
  

	
  	
  	
  Giving	
  everyone	
  a	
  
            pencil	
  –	
  allowing	
  
            every	
  student	
  the	
  
            opportunity	
  and	
  
            access	
  to	
  a	
  form	
  
            of	
  meaningful	
  
            communica3on.	
  	
  
	
  
2011	
  
•  Inservice	
  late	
  in	
  2010	
  for	
  all	
  staff	
  –	
  Jane	
  Farrall	
  
•  Implemen3ng	
  Four	
  Blocks	
  in	
  all	
  classrooms	
  in	
  2011	
  
•  Tes3ng	
  all	
  students,	
  collec3ng/analyzing	
  data	
  
•  Uniform	
  literacy	
  proforma	
  -­‐	
  planning	
  
•  Weekly	
  work	
  programs,	
  3metabling,	
  coaching	
  
•  Commitment	
  	
  by	
  all	
  staff	
  to	
  submit	
  programs	
  at	
  the	
  
   beginning	
  of	
  each	
  week	
  
•  Visits	
  each	
  month	
  from	
  Jane	
  –	
  discussions,	
  sharing	
  
   ideas	
  
Planning	
  
•  Programming	
  was	
  key	
  to	
  success.	
  
•  Looking	
  at	
  all	
  the	
  students	
  and	
  iden3fying	
  ways	
  that	
  
   would	
  allow	
  involvement	
  and	
  engagement,	
  
   opportuni3es	
  for	
  comment/response/feedback	
  .	
  
•  This	
  presented	
  many	
  challenges	
  but	
  I	
  remember	
  my	
  
   supervisor	
  sharing	
  a	
  strategy	
  –	
  start	
  with	
  the	
  
   ‘hardest	
  student’	
  	
  and	
  find	
  a	
  role	
  for	
  them	
  and	
  work	
  
   through	
  from	
  the	
  student	
  with	
  the	
  most	
  complex	
  
   communica3on	
  issues	
  to	
  those	
  who	
  are	
  more	
  
   capable.	
  
Four Blocks Literacy for Students with Complex Communication Needs
Literacy	
  Proforma	
  
•  Jane	
  came	
  along	
  to	
  our	
  staff	
  development	
  days	
  end	
  
   of	
  2010	
  and	
  gave	
  us	
  a	
  format	
  that	
  we	
  could	
  all	
  use	
  –	
  
   a	
  uniform	
  plan	
  across	
  the	
  school	
  
•  Gave	
  literacy	
  uniformity.	
  
•  This	
  meant	
  that	
  we	
  had	
  all	
  staff	
  from	
  Kinder	
  to	
  Year	
  
   12	
  following	
  the	
  same	
  plan.	
  Teachers	
  and	
  students	
  
   alike	
  got	
  used	
  	
  to	
  the	
  structure	
  of	
  the	
  Four	
  Blocks	
  
   which	
  would	
  allow	
  for	
  an	
  easy	
  transi3on	
  at	
  the	
  end	
  
   of	
  each	
  year.	
  
 



What	
  the	
  four	
  blocks	
  looks	
  like	
  in	
  
           our	
  classrooms	
  
•  Pre	
  planned	
  four	
  pronged	
  a]ack	
  that	
  is	
  the	
  most	
  
   significant	
  part	
  of	
  our	
  learning.	
  
•  Structured	
  sessions	
  for	
  all	
  students	
  everyday.	
  
•  Each	
  student	
  has	
  an	
  essen3al	
  role	
  in	
  each	
  of	
  the	
  Four	
  
   Blocks.	
  
•  Strategies	
  we	
  put	
  in	
  place	
  during	
  our	
  literacy	
  
   sessions	
  overflow	
  to	
  all	
  other	
  Key	
  Learning	
  Areas	
  
   (KLAs)	
  Eg:	
  answering/asking	
  ?’s,	
  commen3ng,	
  
   reques3ng,	
  describing	
  etc	
  
AYtude	
  
•  Be	
  posi3ve	
  –	
  students	
  learn	
  from	
  what	
  is	
  being	
  modelled.	
  
•  Atude	
  of	
  teachers	
  –	
  posi3ve	
  feedback,	
  more	
  sharing,	
  
   more	
  fun,	
  more	
  talk	
  of	
  success	
  and	
  enthusiasm	
  for	
  literacy.	
  
•  Feeling	
  of	
  pride	
  when	
  students	
  make	
  progress	
  and	
  sharing	
  
   their	
  achievements	
  with	
  colleagues.	
  
•  All	
  students	
  feel	
  valued	
  and	
  essen3al	
  to	
  the	
  learning	
  
   because	
  of	
  the	
  high	
  level	
  of	
  opportunity	
  and	
  the	
  supported	
  
   success.	
  
•  Sense	
  of	
  achievements	
  for	
  all	
  students	
  –	
  they	
  believe	
  they	
  
   are	
  readers	
  and	
  writers	
  and	
  work	
  accordingly.	
  
•  When	
  our	
  students	
  see	
  our	
  enthusiasm	
  they	
  get	
  excited	
  
   too.	
  
Wri;ng	
  

•  Making	
  wri3ng	
  meaningful	
  –	
  set	
  a	
  purpose	
  
•  Introducing	
  Flipcharts	
  gives	
  all	
  students	
  in	
  the	
  
   class	
  the	
  opportunity	
  to	
  create	
  a	
  piece	
  of	
  wri3ng.	
  
   It	
  also	
  is	
  a	
  great	
  opportunity	
  to	
  be	
  engaged	
  and	
  
   have	
  1:1	
  3me	
  with	
  staff	
  members.	
  
•  Flipcharts	
  presented	
  challenges	
  –	
  geng	
  
   students	
  to	
  look	
  at	
  the	
  le]ers	
  they	
  were	
  touching	
  
   or	
  pulling	
  off	
  and	
  reading	
  students	
  eye	
  gaze	
  
   responses.	
  
Wri3ng	
  pencils	
  
Flipcharts allow
students who
are unable to use
traditional pencils to
produce text. They
are able to choose
letters by pointing to
them, pulling off
velcro letters or
using their eye
gaze. Choices can
then be confirmed
verbally or using
yes/no visuals.
Wri;ng	
  
     	
  	
  	
  	
  Wri3ng	
  on	
  the	
  	
  	
  
          computer	
  using	
  
          keyboard	
  frames	
  
          allows	
  students	
  to	
  
          select	
  specific	
  
          individual	
  le]ers	
  
          and	
  coloured	
  keys	
  
          make	
  le]er	
  
          iden3fica3on	
  
          easier.	
  
Wri3ng	
  
Wri;ng	
  –	
  	
  
Working	
  	
  
with	
  words         	
  

	
  

Students	
  who	
  have	
  
difficulty	
  spelling	
  
words	
  and	
  making	
  
sentences	
  use	
  the	
  
word	
  wall	
  to	
  find	
  
words	
  .	
  This	
  gives	
  
them	
  opportuni3es	
  
to	
  experience	
  success	
  
and	
  as	
  their	
  
confidence	
  develops,	
  
so	
  too	
  does	
  the	
  
standard	
  of	
  wri3ng.	
  
Working	
  with	
  Words	
  
•  Each	
  week	
  5	
  new	
  words	
  are	
  introduced	
  –	
  3	
  from	
  the	
  
   ‘100	
  most	
  common	
  word	
  list’	
  and	
  2	
  others.	
  I	
  choose	
  
   words	
  that	
  are	
  relevant	
  to	
  our	
  class	
  (eg:	
  staff/
   student/subject	
  names),	
  related	
  to	
  the	
  weekly	
  text	
  
   or	
  words	
  that	
  reoccur	
  in	
  students	
  wri3ng.	
  
•  There	
  are	
  a	
  variety	
  of	
  different	
  ac3vi3es	
  that	
  allow	
  
   students	
  to	
  become	
  familiar	
  with	
  these	
  words	
  that	
  
   can	
  be	
  fun	
  and	
  hands	
  on.	
  
•  There	
  are	
  also	
  lots	
  of	
  opportunity	
  for	
  students	
  with	
  
   CCN	
  to	
  direct	
  learning	
  experiences.	
  
Working	
  with	
  words	
  
Working	
  with	
  Words	
  
Word	
  wall
           	
  
Four Blocks Literacy for Students with Complex Communication Needs
Guided	
  Reading	
  
•  Each	
  week	
  we	
  have	
  a	
  text	
  that	
  we	
  read	
  every	
  day.	
  
•  Before	
  we	
  start	
  reading	
  we	
  set	
  a	
  purpose	
  and	
  share	
  
   what	
  we	
  know	
  about	
  the	
  topic	
  (Prior	
  knowledge).	
  	
  
•  Knowing	
  our	
  students	
  and	
  using	
  their	
  interests	
  is	
  key	
  
   when	
  selec3ng	
  our	
  texts.	
  Last	
  years	
  my	
  boys	
  loved	
  
   anything	
  about	
  animals,	
  especially	
  dogs,	
  so	
  it	
  was	
  a	
  
   recurring	
  theme.	
  We	
  were	
  able	
  to	
  look	
  at	
  a	
  wide	
  
   variety	
  of	
  texts	
  types	
  –	
  non	
  fic3on,	
  fic3on,	
  picture	
  
   books,	
  chapter	
  books,	
  poetry,	
  ebooks	
  
Using	
  assis;ve	
  technology	
  
•  Very	
  simple	
  to	
  more	
  complex	
  
•  One	
  step	
  –	
  Introduce	
  book:	
  Title,	
  Author	
  and	
  
   Illustrator.	
  
•  Mul3	
  step	
  –	
  repeated	
  lines	
  or	
  phrases	
  (Video)	
  
•  Make	
  a	
  comment	
  	
  -­‐	
  “excuse	
  me,	
  I	
  have	
  something	
  to	
  
   say”,	
  “	
  Can	
  you	
  repeat	
  that	
  line	
  please?”	
  
•  Make	
  a	
  choice	
  
•  Choose	
  a	
  response	
  from	
  visuals	
  –	
  pictures,	
  photos	
  or	
  
   Boardmaker	
  symbols.	
  
•  Answer	
  ques3ons/complete	
  cloze	
  ac3vi3es	
  using	
  the	
  
   Smartboard	
  –	
  hands	
  on,	
  wireless	
  mouse	
  
•  Ipad	
  
Self	
  Selected	
  Reading	
  
•  Modelled	
  /serial	
  reading	
  
•  Choosing	
  books	
  students	
  can	
  read	
  gives	
  them	
  
   confidence	
  to	
  want	
  to	
  read	
  more	
  
•  Partner	
  Assisted	
  Auditory	
  Scanning	
  –	
  choice	
  making	
  
•  Visual	
  support	
  for	
  discussions	
  
•  Responses	
  on	
  a	
  Speech	
  Genera3ng	
  Device	
  (SGD)	
  –	
  
   Yes,	
  that’s	
  the	
  one.	
  
•  Asking	
  	
  -­‐	
  can	
  I	
  read	
  with	
  you	
  today?	
  
Self	
  Selected	
  Reading	
  
Four Blocks Literacy for Students with Complex Communication Needs
Four Blocks Literacy for Students with Complex Communication Needs
Student	
  Successes	
  
•    Lachie	
  -­‐	
  wri3ng	
  
•    Bailey	
  -­‐	
  reading	
  
•    Mitch	
  –	
  concepts	
  of	
  print	
  
•    Kris3an	
  –	
  le]er	
  recogni3on	
  
•    Brandon	
  –	
  use	
  of	
  word	
  wall	
  words	
  in	
  wri3ng	
  
•    Ashley	
  –	
  behaviour	
  

•  Peer	
  mentoring	
  
•  Understanding,	
  pa3ence	
  and	
  tolerance	
  
Differences	
  for	
  me	
  
•    Organisa3on	
  
•    Meaningful	
  inclusion	
  
•    Engagement	
  with	
  every	
  student	
  each	
  day	
  
•    Pa3ence	
  
•    Rising	
  to	
  challenges	
  
•    Accountability	
  
•    Valuing	
  my	
  role	
  in	
  	
  students	
  learning	
  
Four Blocks Literacy for Students with Complex Communication Needs

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Four Blocks Literacy for Students with Complex Communication Needs

  • 1.   Four  Blocks  Literacy  for     Students  with  Complex   Communica;on  Needs  (CCN)    
  • 2. Margaret  Maher   Willans  Hill  School    
  • 3. Willans  Hill  School   •  69  students  with   intellectual  and   physical  disabili3es   •  Aged  from  5  years  to   18  years   •  9  classes   •  9  teachers  and  9   school  learning   support  officers  
  • 5. Before  Four  Blocks   •  90s  –  therapy,  sensory  ac3vi3es,  living  skills,   (deficiency  model)  teacher    directed  ac3vi3es   •  Individual  staff  working  in  isola3on   •  Students  priori3es  and  expecta3ons  were  not  always   curriculum  based   •  High  school  was  prepara3on  for  aKer  school   experiences   •  Students  with  complex  communica3on  needs  were   serviced  by  external  agencies  -­‐  therapist  
  • 6. 2008  QTAL  Project   •  Quality  teaching  and  learning  project  –  an  amazing   opportunity  to  have  our  colleagues  come  into  our   classroom  and  assist  us  with  challenges  of:   –  Engagement   –  Inclusivity   –  Substan3ve  communica3on     •   Experience/exper3se/enthusiasm/ideas  were   shared  and  3me  for  discussions  available.  
  • 7. Communica;on   •  Opportuni3es  across  all  Key  Learning  Areas.   •  Expec3ng  all  students  to  give  a  response  –  make  it   automa3c  that  you  ask  a  ques3on  to  a  non  verbal   student  as  you  do  to  their  peers  with  speech.   •  Four  Blocks  emphasises  access  and  the  need  to  look   at  response  3mes.  One  of  the  major  benefits  has   been  for  students  with  CCN  have  displayed  quicker   response  3mes  –  ie:  answer  more  quickly  because   they  have  had  so  many  opportuni3es  to  give  an   answer  with  Four  blocks.  
  • 8. Communica;on   •  Allowing  strategies  used  in  the  classroom  to  be   transferred  into  other  social  situa3ons  –  on  the   playground,  at  home  and  other  educa3onal  sengs   eg  Library   •  All  staff  having  key  caddies  to  interact  with  all   students,  especially  in  transi3ons.   •  Key  caddies  a]ached  to    wheelchairs  and  yes/  no   visuals  on  trays  or  pommels.  
  • 10. What  are  the  Four  Blocks?   •  Mainstream  literacy  program  developed  by  Patricia   Cunningham  &  Dorothy  Hall.   •  www.fourblocks.com   •  Guided  Reading,  Self  Selected  Reading,  Wri3ng  and   Working  with  Words   •  Used  with  special  educa3on  students  by  the  Centre   for  Literacy  and  Disability  Studies-­‐  University  of   North  Carolina   •  Staff  member  at  our  school  a]ended  a  course  with   Karen  Erickson  and  David  Koppenhaver   •  Brought  the  idea  back  to  the  school  
  • 11. IMPLEMENTING  THE  FOUR  BLOCKS   LITERACY  PROGRAM     AT  WILLANS  HILL  SCHOOL   •  Our  school  was  failing  students  in  providing   successful,  sustainable  communica3on   systems  for  all  students.   •  We  were  in  a  rut!!   •  Important  to  make  our  students  be]er   communicators.  
  • 12. What  did  we  do?   •  Looking  at  our  atude  and  philosophy  regarding  all   students  as  poten3al  Literacy  learners   •  Our  3metables-­‐  a  commitment  to  the  four  blocks   everyday     •  Commitment  to  in-­‐school  Training  &  Development   (detailed  planning  began  late  2008  in  readiness  for   2009)   •  Broadened  the  role  of  support  staff  (School  Learning   Support  Officers,  Vision  support,  Library,  etc).  
  • 13. What  did  we  do?   •  Repe;;on  with  variety  –  partner  assisted  scanning            (  Linda  Burkhardt)   •  Resources    that  we  knew  worked:  topic  books,   soKware  (Boardmaker  Plus!,  Clicker,  Photostory),  Tar   Heel  Reader,  ac3vity  cards  to  give  people  lessons  or   transi3on  breaks,  access  dic3onary,  topic  boards,   (lite  tech)teacher’s  toolkit…..   •   Presents  -­‐  big  key    keyboards,  camera  mounts,  ipad  ,   switch  mounts,    printers  in  each  room  (  direct  access   to  prin3ng)(high  tech)  SoKware  -­‐Cloze  pro,  Co-­‐writer    
  • 15. How  did  we  change?   •  Used  late  2008  to  begin  work  and  understanding  of   the  Wri3ng  Block.  Beginning  talking  about  other   blocks.     •  2009  was  to  be  the  launch  of  complete  four  blocks   within  each  classroom  for  all  students.   •  Overwhelming   •  Didn’t  happen  due  to  obstacles   •  Some  blocks  happening  in  some  classrooms  
  • 16. What  did  we  change?   •  Repor3ng     •  Assessments  –  photos  and  videos   •  Priori3es  –  at  least  1  to  be  literacy  based   •  Awards-­‐  assembly,  Principal’s   •  Staff  use  literacy  language   •  Role  of  support  staff  –  involved  in  planning,   observa3on  and  assessment  
  • 17. Valuing  all   •  Acknowledge  vocalisa3ons  and  all  contribu3ons.     •  A]ribute  meaning  to  all  interac3ons.  Provide  specific   feedback  for  CCN  student  behaviour  –eg  “you’re   looking  away  –  I  think  you  are  telling  me  no!”   •  Respond  and  try  to  extend  answers  –  choice  boards,   sensory  feedback,(Sounds,  touch)   •  Wai;ng  –  give  all  students  3me  to  process  your     request  and  respond  (up  to  2  minutes  and  beyond)    
  • 18. Things  that  changed  the   direc;on  of  Willans  Hill  School        Giving  everyone  a   pencil  –  allowing   every  student  the   opportunity  and   access  to  a  form   of  meaningful   communica3on.      
  • 19. 2011   •  Inservice  late  in  2010  for  all  staff  –  Jane  Farrall   •  Implemen3ng  Four  Blocks  in  all  classrooms  in  2011   •  Tes3ng  all  students,  collec3ng/analyzing  data   •  Uniform  literacy  proforma  -­‐  planning   •  Weekly  work  programs,  3metabling,  coaching   •  Commitment    by  all  staff  to  submit  programs  at  the   beginning  of  each  week   •  Visits  each  month  from  Jane  –  discussions,  sharing   ideas  
  • 20. Planning   •  Programming  was  key  to  success.   •  Looking  at  all  the  students  and  iden3fying  ways  that   would  allow  involvement  and  engagement,   opportuni3es  for  comment/response/feedback  .   •  This  presented  many  challenges  but  I  remember  my   supervisor  sharing  a  strategy  –  start  with  the   ‘hardest  student’    and  find  a  role  for  them  and  work   through  from  the  student  with  the  most  complex   communica3on  issues  to  those  who  are  more   capable.  
  • 22. Literacy  Proforma   •  Jane  came  along  to  our  staff  development  days  end   of  2010  and  gave  us  a  format  that  we  could  all  use  –   a  uniform  plan  across  the  school   •  Gave  literacy  uniformity.   •  This  meant  that  we  had  all  staff  from  Kinder  to  Year   12  following  the  same  plan.  Teachers  and  students   alike  got  used    to  the  structure  of  the  Four  Blocks   which  would  allow  for  an  easy  transi3on  at  the  end   of  each  year.  
  • 23.   What  the  four  blocks  looks  like  in   our  classrooms   •  Pre  planned  four  pronged  a]ack  that  is  the  most   significant  part  of  our  learning.   •  Structured  sessions  for  all  students  everyday.   •  Each  student  has  an  essen3al  role  in  each  of  the  Four   Blocks.   •  Strategies  we  put  in  place  during  our  literacy   sessions  overflow  to  all  other  Key  Learning  Areas   (KLAs)  Eg:  answering/asking  ?’s,  commen3ng,   reques3ng,  describing  etc  
  • 24. AYtude   •  Be  posi3ve  –  students  learn  from  what  is  being  modelled.   •  Atude  of  teachers  –  posi3ve  feedback,  more  sharing,   more  fun,  more  talk  of  success  and  enthusiasm  for  literacy.   •  Feeling  of  pride  when  students  make  progress  and  sharing   their  achievements  with  colleagues.   •  All  students  feel  valued  and  essen3al  to  the  learning   because  of  the  high  level  of  opportunity  and  the  supported   success.   •  Sense  of  achievements  for  all  students  –  they  believe  they   are  readers  and  writers  and  work  accordingly.   •  When  our  students  see  our  enthusiasm  they  get  excited   too.  
  • 25. Wri;ng   •  Making  wri3ng  meaningful  –  set  a  purpose   •  Introducing  Flipcharts  gives  all  students  in  the   class  the  opportunity  to  create  a  piece  of  wri3ng.   It  also  is  a  great  opportunity  to  be  engaged  and   have  1:1  3me  with  staff  members.   •  Flipcharts  presented  challenges  –  geng   students  to  look  at  the  le]ers  they  were  touching   or  pulling  off  and  reading  students  eye  gaze   responses.  
  • 27. Flipcharts allow students who are unable to use traditional pencils to produce text. They are able to choose letters by pointing to them, pulling off velcro letters or using their eye gaze. Choices can then be confirmed verbally or using yes/no visuals.
  • 28. Wri;ng          Wri3ng  on  the       computer  using   keyboard  frames   allows  students  to   select  specific   individual  le]ers   and  coloured  keys   make  le]er   iden3fica3on   easier.  
  • 30. Wri;ng  –     Working     with  words     Students  who  have   difficulty  spelling   words  and  making   sentences  use  the   word  wall  to  find   words  .  This  gives   them  opportuni3es   to  experience  success   and  as  their   confidence  develops,   so  too  does  the   standard  of  wri3ng.  
  • 31. Working  with  Words   •  Each  week  5  new  words  are  introduced  –  3  from  the   ‘100  most  common  word  list’  and  2  others.  I  choose   words  that  are  relevant  to  our  class  (eg:  staff/ student/subject  names),  related  to  the  weekly  text   or  words  that  reoccur  in  students  wri3ng.   •  There  are  a  variety  of  different  ac3vi3es  that  allow   students  to  become  familiar  with  these  words  that   can  be  fun  and  hands  on.   •  There  are  also  lots  of  opportunity  for  students  with   CCN  to  direct  learning  experiences.  
  • 36. Guided  Reading   •  Each  week  we  have  a  text  that  we  read  every  day.   •  Before  we  start  reading  we  set  a  purpose  and  share   what  we  know  about  the  topic  (Prior  knowledge).     •  Knowing  our  students  and  using  their  interests  is  key   when  selec3ng  our  texts.  Last  years  my  boys  loved   anything  about  animals,  especially  dogs,  so  it  was  a   recurring  theme.  We  were  able  to  look  at  a  wide   variety  of  texts  types  –  non  fic3on,  fic3on,  picture   books,  chapter  books,  poetry,  ebooks  
  • 37. Using  assis;ve  technology   •  Very  simple  to  more  complex   •  One  step  –  Introduce  book:  Title,  Author  and   Illustrator.   •  Mul3  step  –  repeated  lines  or  phrases  (Video)   •  Make  a  comment    -­‐  “excuse  me,  I  have  something  to   say”,  “  Can  you  repeat  that  line  please?”   •  Make  a  choice   •  Choose  a  response  from  visuals  –  pictures,  photos  or   Boardmaker  symbols.   •  Answer  ques3ons/complete  cloze  ac3vi3es  using  the   Smartboard  –  hands  on,  wireless  mouse   •  Ipad  
  • 38. Self  Selected  Reading   •  Modelled  /serial  reading   •  Choosing  books  students  can  read  gives  them   confidence  to  want  to  read  more   •  Partner  Assisted  Auditory  Scanning  –  choice  making   •  Visual  support  for  discussions   •  Responses  on  a  Speech  Genera3ng  Device  (SGD)  –   Yes,  that’s  the  one.   •  Asking    -­‐  can  I  read  with  you  today?  
  • 42. Student  Successes   •  Lachie  -­‐  wri3ng   •  Bailey  -­‐  reading   •  Mitch  –  concepts  of  print   •  Kris3an  –  le]er  recogni3on   •  Brandon  –  use  of  word  wall  words  in  wri3ng   •  Ashley  –  behaviour   •  Peer  mentoring   •  Understanding,  pa3ence  and  tolerance  
  • 43. Differences  for  me   •  Organisa3on   •  Meaningful  inclusion   •  Engagement  with  every  student  each  day   •  Pa3ence   •  Rising  to  challenges   •  Accountability   •  Valuing  my  role  in    students  learning