Carlson+Journey

toc Carlson Journey - [|website]

=Action Plans=

=Students Work=
 * Action Plan 2008 || [[file:AP_090508.doc]] || Techie Ts || [[file:techie Ts_2008.doc]] ||
 * Action Plan 2009 || [[file:Action Plan 09.doc]] || Techie Ts ||  ||

This slide show was created in Term 1 and 2 of 2009. It shows some of the Carlson students in Room 1. We have been looking at incorporating the use of ICT and Assistive Technology in the daily education programme of all of the students. As you can see they have all met the challenge of accessing the computer independently, whilst fulfilling other educational goals. How's that for multi-tasking! =NZC and KCs=

**Juniors**
Junior syndicate at Carlson School has worked together on this fledgling document. || media type="custom" key="6156667" || This long term planning encompasses curriculum areas, key competencies and the ICT/e-tools that would be used. The unit plan shows how other key competencies are also focussed || ||
 * Shows how teachers are planning the key competencies to include ICT.
 * This is a 1/2 term plan for a communication session delivered in conjunction with the Speech and Language Therapist. || [[file:SaLT Mr Bubbles..doc]] ||
 * The term plan and the unit plan are well linked to the key competency. || [[file:Term 2 plan[1].doc]] ||
 * The term plan of juniors very clearly shows the key competency they are focussing on and the different learning outcomes that will be experienced by the students. They have also linked the related IEP goals of each student in it. || [[file:SWITCH-IT Plan- Relating to Others.pdf]] ||
 * ===Seniors=== ||  ||
 * Room 5 students of senior school work on their music skills and enjoy. this shows a wonderful way of relating to others as well as participating and contributing. || [[file:In-class Music Sessions 2[1].doc]] ||
 * Intermediate students here work on a curriculum known as SPEC-South Pacific Educational Courses.They are working on TRUMP ( the 5 key competencies), this year the focus was on the key competency- Relating to others.
 * Georgina's class room 2 works with Headway module of the SPEC curriculum, they are working on Environment module- topic-Seasons and she has incorporated use of e-tools very well in her unit plan where students get a multidimensional experience as needed for our students. || [[file:SPEC term 4 2010 SUMMER GARDEN[1].pdf]] ||

=Report=
 * This report shows some of the activities that was done during the term and how William's IEP goal was integrated into it. || [[file:william.pdf]] ||
 * Teachers have started reporting using Narrative assessments in term 3, which links the IEPgoals and key competencies very well. || [[file:T4 Narrative Assessment .pdf]] ||
 * Suchi is creating a powerpoint timeline to keep a record and demonstrate to parents the progress the student has made in a year, this was started at the beginning of term 3. || [[file:Shajal Prasad.pptx]] ||

=Interactive whiteboard=

Interacting
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 * Students are enjoying working on interactive whiteboard as images are bigger, and can be accessed with any tool that the student feels comfortable using. Learning has become fun and interesting. The students are working on shapes, here in this photo they are recognising shapes and learning to draw them with assistance. Students are working out the answer in science and rub out to check their answer. This gives the student an opportunity to work in a group, use the ICT tools and show their work to everyone in the class. Group work and individual work are customized incorporating their IEP goals and needs. ||

Marvin
Students tried working with Eddie (character in Marvin Software). They helped in choosing the character. This software was mainly used as a teaching tool, for assessing.Students interacted to the questions asked by Eddie and answered either verbally or using their communication device.

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Smartnotebook
This video shows snehal completing the life cycle of butterfly on the interactive board using smart notebook software. The resource created using this software had about 27 tasks on the topic over a period of 8 weeks which helps students to practice repeatedly to gain competence and independence. The words were read out to the student and she dragged the pictures to the correct spot. media type="file" key="snesci.wmv" width="175" height="147"

=Intensive Interaction= Through regular intensive interaction sessions Chanel is learning how to socially communicate with others. This means learning how to share space with another person, how to engage others through eye-contact, touch, facial expression and how to enter into a turning taking ‘conversation’ or dialogue. Chanel is also learning how to maintain and enjoy these important social connections. In the video you will see Chanel and her communication partner Kieron building a warm and enjoyable social discourse, allowing Chanel to express herself and enjoy being part of an interaction based on basic fundamental communication principles. Kieron to do some editing. media type="custom" key="7417487" Intensive Interaction sessions are videoed regularly and evaluated by the class team for assessment. These class assessments can then be moderated by a group of independent professionals to check the validity of the initial (class) assessments. Student video may also be taken for baseline date before a student starts Intensive Interaction. =Teacher Reflection=
 * Teacher reflecting on use of interactive whiteboard with her students. || media type="file" key="interactive whiteboard.wav" width="300" height="50" ||
 * Teacher reflecting on how she uses ICT tools to help students use it for their everyday life. || media type="file" key="VOICE001.WAV" width="300" height="50" ||
 * Teacher work on their ICT goals which forms a part of appraisal. This overview shows goal the teacher has selected to focus on for the year and the various support needed, at the end of each term these are discussed with the senior manager to see the progress and revisit the necessary support needed to achieve the goal. || [[file:2010 Overview professional development form T3[1].pdf]] ||

=Evidence=

Junior
Three students in Room 1 at carlson base school are working with the key competency of language, Symbols and Text. The students have been learning to recognise that a symbol, when pointed at, or given to an adult will cause something to happen. For example, if a student chooses the symbol for the dog, they will hear the sound of a dog barking on a switch. Students have begun to anticipate which activity is coming next in the story. They are also learning to attend as a group to the large screen, press the wireless switch and listen to the narration. They are learning to take turns to do this.
 * Switches and Data Projector**

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**﻿Switch It**
Students have been working with their communication devices on the topic-Switch It. The topic focuses on the different ways of using switch throughout the day, they are using switches to activate toys / computer programmes. The key competency focussed here is Relating to Others, whic is also integarted with their individual IEP goals. The planing can be seen under the heading Plans- Switch It Plan. media type="custom" key="7311615"

**Key competency and IEP goals**
Teachers integrate key competency and IEP goals for every student and use ICT to create the environment to bring this about successfully. The page from the student's IEP shows this combination. This video clip is the evidence. The students is enjoying the session and understands the cause and effect of his switching. He is able to manage the task without assistance, which helps him to work at his pace and spend his leisure time well. media type="file" key="junior.wmv" width="202" height="214"

**Technology throughout school day**
Students at Oranga have been using technology ( low and high) in every way possible- communication, curriculum and social networking with mainstream students. They access using switches, touch screen and communication devices. They integrate all the key comptenecies in their school day in one form or the other.

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voice over
Cherry, the literacy teacher at Oranga has done some amazing work with students using photostory and voiceover using communication devices. The class topic was “Fish”, so we made a Photostory showing 7 different types of fish, with the question “What is this?” recorded and printed on the screen. As the pictures changed, Vince interacted with the programme by using his Device to “speak out” the name of each fish in answer to the question. Because the video was moving relatively quickly, he had to increase his speed and accuracy on his Device to keep up. Altogether it was a very effective and delightful activity, with Vince being totally engaged in the whole process.



**﻿Technology and Drama**
Waikowhai unit students worked on social studies topic- Maori legends. These photos show how students have worked together to create the props for the drama-How Maui slowed the Sun. They had to retell the Maori Legend as part of the activity. Students chose to dramatise it. They have used communication devices or switches to say/click their part (recorded dialogue). They had to learn the icons for each dialogue and press them at the appropriate moment as well wait for their turn.As shown in the planning (the plan is under the Heading-Plans), students have worked on the key competencies at their ability level.

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**Computer art:**
We have been working on Computer art as part of SPEC curriculum. They were working on the key competency- using language, symbol and text. Students used communication devices to express their choice of colour and patterns. They worked on identifying the icons on their device before they worked on it and navigated through their folders to reach the icon they wanted to use. Some students needed assistance to actual do the physical work like moving the mouse but had good input of what they wanted and where. Some used switches to operate and were able to work independently to some extent.

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**NEWS:**
William has been using Clicker 5 to write his news. He uses single switch scan to select the word/picture he wants. He then listens to his news and confirms by raising his right hand for 'YES' and left hand for 'NO'if that is what he wanted. Sally uses a touch screen to her news, she also uses her communication device to confirm her news or to answer questions asked by the staff.


 * media type="file" key="william1.wmv" width="185" height="168" align="left" || media type="file" key="sally.wmv" width="212" height="172" ||

E- portfolio
The teacher at the intermediate satellite is in the process of creating wikipages for students of her class with the idea of having an ongoing e-portfolio. This is an example of sustainability using e-tools. This is just a beginning. William e-portfolio

**Live feed**
Students in senior classes have been working on leisure activities as part of P.E. and have used data projector to project the snakes and Ladder game for everyone to share and see it in an expanded form. The students use switches to spin the dice or Spin- It-Wheeler to spin and get the number.This provides a good platform to work on the the key competency -Relating to others.The classroom video camera was focussed down at the snakes and ladder board, and a "live feed" was projected on to the big screen for students to see while they used their standing frames. media type="custom" key="7336517"

**Flight simulator**
Some senior students have used a computer programme- Flight Simulator to help them on a Sensory Journey. Students posed as birds flying across the sky, travelling places to find food. The flight simulator computer programme projected on the screen gave a great visual component to the journey. Students looked at the sights of the city, country and seaside as they flew.The primary goal for this session was to choose their destination using PECS( Picture Exchange Communication system) cards, and to respond to the sensory object linked to the destination. media type="custom" key="7311799"

**Music**
Students have used touchscreen computers to access onscreen coloured keys to activate music or create thier music. The students worked on actual instrument and then used the computer ones for their music and art session. They were managing it very well with minimal assistance.

media type="custom" key="7337991" =Professional Learning= Suchi from Carlson and Jay from Sunnydene, jointly presented a taster session at the ULearn 2010. Topic- 5 e-learning interventions and their positive impact upon the most challenging students. The feedback was very positive. It was very well received by the delegates attending our session.We were amazed at the lack of mainstream teachers understading on how to support special needs acheive succesful learning outcome. Unfortunately there was were not many sessions relevant to special education at the U learn Conferance but attending highlighted the need for us to gather data and present to maintream staff on the effectiveness of e tools in Special education.

Visits to other schools:
Staff from Carlson and Sunnydene School visited Blomfield Special School in Whangarei to look at their ways of integrating e-learning tools as they were funded by the cluster to visit other special school settings were ICT was used effectively to support learning outcomes.They were the winners of TUNAZ Innovations Award 2007. One of their senior staff members had presented at the Spectronics Conferance in Queensland in May 2010 and the focus was on DISE. DISE is acronym for Digital Imaging Special Education. This tool has been used succesfully at Blomfield School to support students learing outcomes. The technique of feedforward and modellling was used to teach student a new skill, the student gets an oppurtunity to watch themselves in virtual reality progress through a goal. The student then gets the oppurtunity to practise the task iuntil they gain mastery. The idea is that once they view their success in virtual reality they are eager to try the new task, reducing the fear of failure. This progression was also recorded in a timeline mode,this concept was taken by one of the teacher at carlson and is working on creating a timeline in powerpoint to show the progression in IEP learning outcome shown by a student in a digital form and also use it as atool for transition meetings with prospective school for the student .Blomfield was supported by team of professionals from the University of Auckland to set this in place. ,

Combined sessions with Sunnydene:
Both Carlson and Sunnydene schools had sessions run by Talklink Trust, who work with people of all ages who, due to a disability, have difficulties with speaking, writing, learning and/or with controlling their environment. The sessions targeted different needs and levels of our students. Teachers have given good feedback, some of which are:
 * //It was good to have something that was so practical and usable.//
 * //Thought the session was very valuable in terms of information- some of them were beyond the powers of my wonderful class- however did pick up some ideas to adapt.//

ULearn 2010:
All the sessions were informative, Suchi presented feedback to the Carlson School staff in week 1 (wednesday) of term 4 summarising the keynote speakers presentations on the effectiveness of the use of e tools in raising students outcomes.Teachers at carlson were shown how to use photostory and ideas for using it for literacy, making interactive resources using Scratch and creating wikipages for individual students in the class and making it private. The ideas of using photostory for literacy ( one of the workshop session attended) was discussed and a copy of it is placed here for teachers to look at.

**Balanced Literacy Instruction For Students With Complex Communication Needs- Karen Erickson and David Koppenhaver**
Thre teachers from Carlson attended this 3 day conference during term 3 holidays at Auckland and were very motivated to use the strategies they learnt. Cathleen (one of the teachers' attended) said,"I have selected one idea that was of specific interest for me as I could relate to the new learnings and make immediate changes in my current class programme for the benefit of students who are non-verbal. Writing is NOT copying". The writing element Pencils Matter – SCRIBBLING is a great place to start. Writers need access to the alphabet, the entire alphabet- expose students to the whole alphabet using keyboard for best potential. To write, the students need DAILY access to their pencil. At emergent level just limit to CAPITAL letters because they are more distinct visually-but later use lower case letters together with capitals.Children learn written language through active engagement with their world- so while implementing the new strategy our staff worked closely alongside the student to maintain engagement and relate personal responses to letters initially chosen “at random” eg When they have a go independently, we notice the letters and interact with the student… oh, you found an S, S for Switch ; W, W for wheelchair Cathleen worked with class OT to set up a Clicker5 grid of the QWERTY keyboard with the computer using verbal output for names of each letter as selected so when students are working/exploring their keyboard independently they still received feedback of the letter they selected. All students in the class have access to the entire English alphabet daily and they have individual means of typing, some switch, some use touch screen, glide mouse etc. Having the class team on board is vital to maintain consistency for the students as they begin their adventure of expression in written form. Using language, symbols and text is one of the Key Competencies that can be assessed while observing students enjoying being creative with their keyboard. This was our starting point.

=**Resources**=

Scratch resources
Working on this has helped students to use the principles in real life situations. They give directional instructions to peers and staff in the class and are able to self correct, which sits well with working on key competency- Managing self. This has become an indoor wet day game in the class and is liked by all. || ||
 * Students at intermediate level are working on the key competency -Relating to Others, where they work on giving directions to a partner to get to an agreed destination. They use the keyboard or their communication device to do this. The photo shows the student working with the programme- Scratch where she uses the direction girds in her device to direct the adult to move the arrow.
 * Students with good mouse control use these resources to both work on directions and play as leisure games on computer. || [[file:room_tidy_robot.sb]][[file:rocket_planet.sb]] ||
 * The boys at intermediate class combine both their physio programme and maths programme during this session. They are working on their cycling skills and giving directions to the cyclist to reach the goal. They were relating well to each other, one student pedalling to keep the cyclist moving and the other student working with the steering wheel to turn left/right as required/ . || media type="custom" key="6816921" ||

Free choice and independence

 * Georgina and David have created a recreation resource for her senior students so that they can independently choose their own music during recreation time. NB the music linked to in the example below may not play as it has been linked to and not embedded into the Power Point. She is also now working on the same principle, but applied to videos, some taken during the school visits and some music videos from You Tube. || [[file:DJ Carlson in progress.pptx]] ||

Cause & Effect

 * Ann at Carlson has created a choices PowerPoint for her students. The aim is for students to make choices about images they like. The choice takes them to an animated gif that plays a sound. At the end of the show they have the choice to play again or end the slide show. Link to the PD from David. || [[file:Choice powerpoint.pptx]] ||
 * Anne has created another choice power point related to chosing the correct colour toy, complete with motivational sound effects! || [[file:Green choice 2.pptx]] ||
 * Cathleen at Oranga1 has developed with David a cause and effect plus tracking Power Point for a student. This Power Point was designed with a touch screen in mind, but could be easily used with a Crick Box and Jelly Bean switches. || [[file:Hayley's interactive powerpoint.pptx]] ||
 * Renu at Oranga has developed a maths resource using Clicker5. This activity is an adding activity for students. || [[file:Clicker maths.zip]] ||

=﻿Sharing resources with wider community=

|| || ||.
 * We created a resource for students and shared on || **ClickSpecialEd** website ||
 * Students use this maths resource when working on NZ coins. Students use the symbols and text to work out the problems.This activity was done both as a group on the smart board and on computers for individual students.This resource has been uploaded into the Click special website. || [|TRUMP-NZ coins] ||
 * Science: Lifecycle of butterfly. This science topic helped in developing thinking and using language ,symbol and text key competency. This was a fantastic resource for a whole class approach where students interacted both with the interactive board and each other. They had the necessary vocabulary in their communication device which helped in the interaction. This was shared at the Special need Smart user group at Carlson School. Teachers from Sunnydene joined us too.This resource will be uploaded in the ClickSpecial website. || Butterfly
 * Mathematics: Shapes. Students worked on the key competency- Relating to Others. students identified the shapes in their immediate environment and school playground. They liked looking at the photograph of themselves looking for shapes and identified the shape or recollected the shape they pointed out. This was also shared at the Special need smart user group at Arohanui Special school. || [|Shapes]
 * Science: This resource was created in Clicker 5. This focussed on identifying and naming animals as well as matching"same " animals. It was also used as a resource to practice early literacy/numeracy skills. || [|Zoo] ||
 * Mathematics: Students worked on key competency- Relating to others with focus on the key dimension, learn from others. Directional maths was a very good topic to help students develop this competency, they worked with each other and with staff in the class. This then moved into their lunch play favourite game of giving directions to their partner to get to an agreed destination. This was a mathematics activity under SPEC curriculum. Teachers from Sunnydene joined us.The teacher aides have all been using ICT tools with students including smart board. The resource will be uploaded in ClickSpecial website. || [[file:directions_notebook.zip]]