Sunnydene+Journey

toc Video Evidence of Sunnydene School Journey October 2009 Milestone Report media type="custom" key="4612242" Video Evidence of Sunnydene School Journey - October 2009 Milistone Report - Class teacher report media type="custom" key="4612566"

Video Evidence of Sunnydene School Journey - October 2009 Milestone Report media type="custom" key="4611986" [|Sunnydene School] =Action Plans=
 * **Action Plan 2008** || **Techie Ts** ||
 * [[file:AP_Sunnydene_090508.doc]] ||  ||
 * CMS Action Plan 2008 ||  ||



The smart board was installed into Lynda's class this term.Lynda received some of her training on the use of this technology from one of the staff members from the Cluster School ( Carlson School ) .In this teaching session both Delvin and Marise remain focussed and fully engaged for an extended period of time. Delvin, to date has shown very little interest in pen and paper tasks but he was keen and eager to participate using the SmartBoard pens. media type="custom" key="3989127"
 * __17 June 09 .__**


 * __17 June 09__**
 * Roland** is now able to independantly activate the "Cause and Effect game " loaded onto the class room computer. Roland uses the specialised red switch called a jelly bean switch which is attatched to the mouse. Roland remains focussed and attentive during these sessions and we plan to extend his communication goals using this medium. NB Improving communication is one of Rolands major learning outcomes for this year.

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 * Yi - Ming** is fully engaged completing a level 1 puzzle . The simple puzzle was selected by staff from the software called Jigsaw Maker. Again this activity is used to achieve specific learning outcomes.

May 2010 =Unit Plan & IEP= Two examples linking unit planning and Individual Education Plans ( IEP ) to learning outcomes.
 * Here is the document showing the use of IT across Sunnydene School. || [[file:Use of IT across Sunnydene School 20101 (2).docx]] ||
 * **Evidence** of one of our Base school teachers Unit Plan, showing the link between the Unit plans and students learning goals . E tools( video ) was used to moniter progress and we now have strong evidence to support the individual's students learning outcome which will be used at the next review meeting with the family.

Nick works in one of our base classes where Intensive Interaction is a strong focus with some of the students in his class.The student that we are using to support the evidence is young lad named Ramy who is diagnosed with Autism and Downs Syndrome. He is non verbal and before we started the intervention he seldom interacted or showed much awareness of staff and peers. Intensive Interaction was used as the intervention to improve his communication skills. The goal linked to communication can be viewed in the "ITP Ramy Document. "

Nick used the video footage to moniter Ramy's progress on the communication goal. Ramy is clearly showing signs of engaging with his communication partner and becoming more vocal.Videos would be used to moniter progress over time and viewed regularly to moniter progress on the learning outcome as noted in the ITP. This footage would be used at the next parent teacher meeting as a form of reporting to family on the progress of this learning outcomes. ||



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[] || =Intensive interaction=


 * **Use of E tools specific to Intensive Interaction.**

Nick has received extensive training on the use of the video via the ICT cluster. He is the lead "video trainer" at our school and is now competant and very confident with editing videos and burning/saving data onto CDs. Below is a clip of Nick sharing the reasons of why the use of video has been so beneficial. He also highlights where Sunnydene School team would like to eventually progress using video technology / Intensive Interaction

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sattellite class teachers using e tools to assist in achieving a learning outcome as noted in the students Individual Education plan ( IEP ) .The name of this student is Gavin .The IEP goal was set in consultation with the family who are very keen for him to read. Gavin is at the very early stage of reading and showing a keen interest in books E tools ( clicker 5 ) was used to support Gavin to acheive his literacy goal as noted in the document ." Gavin 2010. || || Gavin response to this interactive storey was very good. He was able to learn the words with the support of the audio feedback. The pictures helped him to work out the unfamiliar words in the text. Parents were invited to observe session and they are very keen to purchase this software to extend Gavin learning at home. []
 * **Evidence of**
 * Clicker 5 is a literacy based software, designed specifically for students who present with difficulties with reading and writing. It has both audio and visual feedback and assists students to learn new words. Photographs were used in creating a book using the book making template of clicker 5. A simple storey was created for Gavin to re inforce the learning of the following high frequency words - I . is ,and in,

With the support of the ICT cluster training most staff members are now able to use Clicker 5 with their students. || media type="custom" key="6052595" ||

=Community=

**Providing ICT Support to Main Stream Teachers in the Auckland Central Area**
Our school was approached by a mainstream school Block House Bay Primary to provide training to their staff on the use of Clicker 5. Sunnydene School Itenerant teacher, Liz , currently visits this school regularly and provides support to students with Orrs Funding. Liz was trained on the use of Clicker 5 via the cluster and used this program successfully with a student at Block House Bay Primary School. As a result the school purchased the CD and were keen to train their staff to use this tool effectively with students with learning difficulties across the school setting.

The training was provided to a group of 14 staff ( teachers, teacher aides and educational psychologists ) from Blockhouse Bay Primary School on the 12 May 2010. The lead ICT staff member of Sunnydene provided 1.5hr interactive training session to the staff. The feedback was very positive and we plan to continue to provide ongoing support to Blockhouse Bay School as required.


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 * __NOVEMBER 2010__**
 * __Unit Plan and the link to ICT Across the School Setting__**

**Sample of Junior class unit plan**
This unit plan below shows the link the use of ICT across the curriculum areas. The students will access the curriculum through multi sensory media and class resources like, videos, Clicker 5 , Board maker ( software ) and Interactive Whiteboard. The students progress and achievements will be recorded and monitored using photos and videos



Evidence of some of Resources used by Julia at the May Rd new Entrant Class. Julia uses the interactive board to teach numeracy and literacy curriculum. She has set up alphabet chart and students have to touch the respective alphabets. Following her PD training with David she has now set up photographs on the Alphabet chart to support some of the students who are unable to match the first alphabet to their name. This has been working very well and in the past week all of her students are now able to recognise and sign the first letter of their names,

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Julia made Power point presentation to enhance high frequency words ' my' and 'is ' using photographs.The presentation is projected onto the Interactive White Board and each student has a turn to read the sentence, Julia reported that 7 of the students in her class are now able to read the sentence independantly.



Julia discussing how she links ICT to literacy and numeracy to the unit plan

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__Five Frogs resource for Smart Board__:

Julia created the following resource for her class. She is using it for encouraging number work, counting and ordering numbers to 5. The student's favourite songs encourage them in their use of Makaton signing.



Resources:
Working with Julia at May Road, David and Julia created a cultural song in Power Point that could be used by the students of the May Road unit using the IWB. Below are a few images of one of the students testing the product. The Power Point was designed to be used by the students in conjunction with the Smart Board, the student interaction activates animation relative to the song on each slide. You can clearly see evidence of independent use, the impact of cause and effect on the student and even experimentation on behalf of student in the images below.

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David Kinane working with Julia at May Road has helped her to create a several resources in Scratch You can download the file below and modify it for your own student's individual needs.

This resource is a highly motivating game that will help with fine motor control and discriminating between symbols on the keyboard, building spacial awareness and co-ordination skills.





__Resource used by Intemediate Teacher - Lynda__
Lynda teaches at the intermediate students, and most of the students are at the pre emergent and emergent level of reading. She has created a power point resource that students view on large TV screen in her class. The students response to the use of this e tool has been very positive. Hannan, the young lad who has autism is now successful matching his name by following the cues on the screen. The students in her class remain seated, engage and actively participate throughout the morning circle. Lynda has included both the literacy and numeracy learning outcomes for her class onto this power point



Use of Power Point in the Class Setting. media type="custom" key="7606397"

The senior students have ITP - Individual Transition Plans and the focus is on teaching our students to develop independence in the community. The program that they follow is called SPEC- South pacific Education Curriculum and Clicker 5 is used to facilitate the communication goal as noted in the document below. All the key competencies are included into the planning. Daphne has used the acronyms T R U M P to indicate which key competency is targeted in the unit plan
 * __Sample of Senior class unit plan__**

__**Linking Individual Education Plans ( IEP ) to learning outcomes**__
Following the success of the use of Clicker 5 with Gavin this year the team decided to extend the learning outcome. The new goal for Gavin sequence 4 words together to make a meaningful sentence. We used clicker 5 " pop up word option to support Gavin learning outcomes . Below is copy of the monitoring sheet that is currently in place to plot his progress and the new goal "to put 4 words in order to make a sentence " has been included. The use of Clicker 5 to support this new learning outcomes e tools has been successful. This learning outcome is an area that is most challenging for most students with Downs Syndrome.
 * __1. Gavin Progress Term 3 and Term 4 2010__

The plan is for the team to continue to support Gavin literacy program with the use of Clicker 5, alongside the reading of his class books and encourage him to apply his skills into functional / news writing. In term 4, he is starting to show early signs of progress of applying skills into written work ( identifying some of the high frequency words like - the , is etc but he remains dependant on adult support when writing up his news as he requires support to spell and sequence words. ||>  ||
 * < [[image:Gavin_IEP_monitering_sheet.jpg width="683" height="503"]]

Here is footage of Gavin in action working towards achieving this learning outcome. //[]// media type="custom" key="7529531" ||

Thulasi numeracy and literacy skills were assessed by the class teacher using the P Scales ( Pre level Scales ) .These scales are adapted specifically for Special Education and is currently used across most special schools in NZ. Thulasi is currently on t P Scale 7 for her maths and literacy skills. Thulasi has made remarkable progress following installation of the Interactive White Board in her class. Her maths skills have improved way above the expectation of the class teacher. Thulasi participates and attends very well when the whiteboard is being used to teach her maths skills. In keeping with her need for strong visual feedback the whiteboard provides the stimulus she requires to support her learning. It took her a very short time to learn how to drag the shapes and numbers on the whiteboard and she learnt the maths concept much quicker using this e tool. She now serves as role model in the class and other students in the class are beginning to improve with their number concepts. Over and above achieving her goal in Maths the e tool is improving some of her social skills esp turn taking. With the support of interactive White Board Thulasi is progressing on her numeracy goal as well as improving on areas of Key Competencies
 * **2. Thulasi R** is a student is our new entrant class ( current age 5y 8m) and was enrolled into your school in Term 1 of this year. She has a diagnosis of Autism Spectrum Disorder . When she enrolled she had difficulty remaining seated and her attention to task was very limited, however she showed great potential to engage and participate actively with the use of e Tools. As noted in the NZ Autism spectrum Disorder Guidelines , students with this condition are very strong visual learners and respond very well to the Applied Behaviour Analysis approach to learning ( reward based learning ) One of Thulasi preferred task is the use of technology.

Here is a copy of her IEP review outlining her maths goal ( goal 5 ) ||  || Julia explaining how she has made up maths task on the interactive whiteboard. media type="custom" key="7529595" []
 * [[file:Thulasi's' Review T3 ammended.docx]] ||  ||

Kupu has visual impairment and has a diagnosis of spastic Di plegic presenting with weak muscle strength of his upper and lower limb. He tires very easily and he found writing quite challenging. He has been using Clicker 5 successfully to access the literacy curriculum and with the support of modified keyboard he is now able to type at speed way above the expectation of the team. When he received the keyboard ( early this term ) he typed his name in 50sec and by week 4 of this term he is now writing his name and surname is 22 seconds. He is now able to find every letter of the alphabet and he has now progressed to learning to spell the words on the magenta high frequency list and Kupu is making remarkable progress. His father, Mr, Simisi T attended the Pacific Island consultation evening on the 9 November 2010 and commented that " //Kupu comes home feeling so proud of his achievements on the computer// " The teacher and occupational Therapist are in the process of applying via the MOE Assitive Technology for laptop for Kupu to support his access to the literacy curriculum. Here is copy of his IEP linking evidence ( link can be viewed under communication - new goal ||  || video of Kupu typing
 * 3. **Kupu T**
 * [[file:ITP Review. Kupu.T3.doc]] ||  ||

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David is a young lad with Down Syndrome. He is non verbal and uses Makaton signs very well to support his communication needs. His parents would like him to be able to write his personal details in the event of emergency. He has been known to wander off the property. David has made good progress with the writing of his name and surname, but required lots of support with spelling ( difficulty with sequential memory ). We used clicker 5 to support his learning as well as teaching him to sequence words correctly to make sentence : "My name is David L as well as typing "My phone number is .. David has shown that he certainly has understanding of the language as seen clearly in the video.He is able to use the makaton signs to confirm his understanding. He is now able to write his name and surname correctly and 80%accuracy with recalling his phone number. We anticipate that with ongoing support using Clicker he will be able to recall his phone number by the end of this year, ||
 * 4. **David L**
 * [[file:ITP Review. David.T3.doc]]

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Ashlee was enrolled in our new entrant class last term, diagnosed with learning difficulties. She is very social and interactive and enjoyed the computer. She had great difficulty identifying high frequency words and it was decided to develop her confidence using Clicker 5. We met the parent and the extended family at the Checkpoint meeting - this is mandatory meeting that the team has the family to set Individual Education Plans At this meeting family allowed us to take photographs after it was decided that we would support her reading using Clicker 5. We used the photographs of the family and created a book using the high frequency words - is. Ashlee response to the book was excellent. She payed full attention to the task as she immediately recognised family members. With the support of the audio visual tools on the program she was able to read ' This is .... with minimal support. On the 2nd attempt of her reading the book she immediately recognised the words
 * **5. Ashlee C**

The IEP Link is shown on Goal 3 - read high frequency words ||
 * [[file:IEP (BR) Ashlee t3 2010.doc]]

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Scott is young lad at our intermediate school diagnosed with Autism and has been funded with an Augmentative communication device called Dynavox by the Ministry of Health. Scott is non verbal and has very limited play social and communication skills .Scott has been using the tool to support his to communication needs, With the support of the PD cluster, Carlson and Sunnydene arranged three training sessions with Talk link and we were shown briefly on ways that we could use Hi- Tech equipment like the Dynavox to access the literacy curriculum. On consultation with the family we decided to teach Scott to type his name on the Dynavox. He learnt this skill very fast and we decided to extend this to teaching him to type ' My name is Scott and he learnt this task over 5 weeks. Parents were most surprised and impressed at his ability to recall, spell and sequence the words together to write this sentence. We now plan to meet with Talk Link and the family to get more training on how best we can use this tool to support Scott to access the curriculum. We are now in the process of teaching him to type the sentence " My phone number is 8....... Below is a copy of his IEP monitoring sheet clearly indicating ICT goal ||
 * **6. Scott R**
 * [[image:Thulasi_Cathy_ICT_0024.jpg width="781" height="533"]] ||

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Roland is young lad diagnosed with Global Developmental delay and although he is starting to use single words he has very limited language comprehension. He often hits out to his peers and one of his goals around the Key Competencies is trying to improve his ability to Relate to Others. Attempts at role play and social stories bound in book were not successful possibly due to his poor comprehension. It was decided that we use power point to create a Storey using the animate / sound option. Photographs were taken of Roland using his hands in positive way and storey was created in Power Point. The teacher support staff reported the following - //Roland attention to the task was excellent. he watched photographs of himself intently and sat at the computer for the duration of the storey.//
 * 7. Roland Social Storey

The program started in term 4 and we are currently monitoring his behaviour to see of the undesirable behaviours minimise with the support of power point Storey. Although the focus of the power point is on behaviour the staff felt that reading the repeated text is staring to improve Roland's recognition of words. Class teacher has printed the book and now reads this book to him at the start of the day and re reinforces the learning by showing him the power point presentation during his computer session.Roland is now using his hands more frequently to make Hi Five instead of striking other students. The use of the e tool in this instance has supported Roland to achieve his Learning Goal linked to Key Competency.

Below is copy of the IEP and Goal 3 is linked to the evidence || Link of the power point storey created for Roland
 * [[file:IEP Review Roland Pomee T3.docx]] ||


 * Community

__**Visit to Blomfield School and the Implication to our teaching practise**__
Carlson School and Sunnydene School were funded by the cluster to visit other special school settings were ICT was used effectively to support student learning outcomes. We arranged to go visit Blomfield School out in Whangerei on the 14 June. The visit confirmed our belief that e tools can be used effectively with our students. One of the senior staff members had presented at the Spectronics Conference in Queensland in May 2010 and the focus was on DISE. DISE is acronym for Digital Imaging Special Education. This tool has been used successfully at Blomfield School to support students learning outcomes. The technique of feed forward and modelling was used to teach student a new skill, the student gets an opportunity to watch themselves in virtual reality progress through a goal. The student then gets the opportunity to practise the task until 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. Blomfield was supported by team of professionals from the University of Auckland to set this in place.

**Implication to Practise**
Anas case Study d As noted in the document above, goal 3 in term 2 was identified as teaching Anas to dress ( goal linked to Key Competency of Managing Self ) On my return from visit to Blomfield we decided that this may be effective approach to use with this young lad who was very reluctant to take off his jumper and it was becoming a concern during swim lessons. On contact with his family at IEP meeting they advised us that he enjoyed watching TV/ computer and liked looking at pictures of himself. He started by getting him at the laptop and putting on the web cam. A group of his peers stood around the web cab and took of their jumper. Anas watched this intently on the screen and after few seconds proceeded to copy his peers. Over 4 week period he make significant progress using the web cab as well as watching videos of himself completing part of the task. Below is footage of progress he has made with taking on and putting on of his jumper after intensive video Training using the DISE approach. We set up a meeting with the family in the home and showed the parent how she could support him by using the strategies adopted in the class setting. We are pleased to note that Anas has now consistently achieved this goal as noted in the document above. This was achieved with the support of Anas watching himself on the video, consistent practise as well as support from the family in implementing the strategies. This young lad is now feeling more confident about his achievements and has successfully attained a salient life skill and moved up a step on the Key competency of managing himself

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Support to the mainstream Schools
At Sunnydene we continue to provide support to the mainstream schools on the use of Clicker 5. To date we have provided training to
 * 2 teachers from Waikophai Primary School on the 26 may 2010 both have special needs students in their class.
 * x1 teacher from Kadimah College on the 29 Oct 2010, This was done as part of the Sunnydene School SEIT Open Day . Sunnydene planned and presented a series of workshops to the mainstream schools linked to the SEIT services that our school offers

The SEIT teachers provided excellent feedback on the training session and have successfully implemented the program into the mainstream class setting. Here is copy of the feedback that Sunnydene School received. Sunnydene has set up a meeting with our mainstream satellite class to discuss teaching strategies in Special education using the Interactive white board as our teaching tool. This meeting has been arranged with the Junior school syndicate at May Rd and we are due to meet with 6 of their staff to provide an informal training session.We plan to include the use of e tools in special education as well.

Presentation at the U Learn Conferance
Suchi from Carlson and Jay Bhana from Sunnydene presented at the U learn conference on the use of e tools in Special Education. It was very well received by the delegates attending our session.Both Suchi and I were amazed at the lack of mainstream teachers understanding on how to support special needs achieve successful learning outcome. Jay presented feedback to the Sunnydene School staff in week 1 of term 4 summarising the keynote speakers presentations on the effectiveness of the use of e tools in raising students outcomes. Unfortunately there was were not many sessions relevant to special education at the U learn Conference but attending highlighted the need for us to gather data and present to mainstream staff on the effectiveness of e tools in Special education



Supporting our Community

 * 7 July 2010 we provided Clicker 5 Training and two of our parents attended. Both parents have the program loaded onto their computers at home . Jane Wylie was one of the parents who attended and her response was as follows - " I //can see the value of this program for my son "//
 * This term we plan to have interactive training session with few of our parents on how to make Talking Books using Power Point . Families. This was as a direct result of request from Hannan's parent who came into school, observed Lynda session and felt that she would like to learn this skill to supports her sons learning.

Supporting Therapy Team

 * The Ots working across Special School in wider Auckland area have decided to create a wiki space to share information. This was a direct result of the training that the OTs from Sunnydene and Carlson have received with David Kinane. The site has been created and will be launched in Term 1 in 2011.

Sharing resources on Click Special Ed NZ.
Mel Wilson teaches students at OHS and they follow the South Pacific Education Curriculum .She has uploaded worksheets linking the SPEC curriculum and the 5 key competencies. Teachers across NZ working on this module on SPEC can now modify and use this resource to meet the learning outcome of their students.



The Occupational Therapy (OT ) team has also uploaded resources into the Therapy Room. The document uploaded is a quick and easy form that teachers can complete when referring students for OT support.

__**Sustainability of the PD into 2011 and beyound**__*
We have created folder on the shared drive with information on how to use software frequently used at our school -viz Board maker, Clicker 5 and Photo storey and here are a few samples of documents currently in this folder
 * __Sunnydene / Carlson Relationship__ The staff from Carlson and Sunnydene will continue to meet to provide ongoing support around the interactive whiteboard. Sunnydene School now has 2 Interactive Whiteboard and staff have now joined the Special School support Network meeting termly for ongoing PD support. Both Mel and Julia have now joined the special school Smart Board Super user group following invitation by Carlson team.
 * __Sunnydene / Talk Link Relationship__.Following on from the three In services that we have had with Talk Link has set the platform for good relationship . We now have meetings and are in constant contact to discuss issues around communication devices. The in services provided has heightened the awareness of our staff on the ICT devices that are available for our students.
 * __Parent Support Group.__ One of our parent ( member of the BOT ) spent time with David learning to set up Wiki and aim is to connect the parents of Sunnydene School via Wiki space. Megan ( parent ) is keen to pursue this further as and when she has time
 * ===__ICT Folder on the Sunnydene School Shared drive__ .===

**Feedback from Management on the effectiveness of the ICT PD**
Belinda Rowe Deputy Principal of Sunnydene shares her views on how the 3yr contract has impacted on Sunnydene School

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Feedback from Teacher on the effectiveness of ICT PD on teaching Practise
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Feedback to the BOT on the Outcome of the 3yr ICT PD Contract
The lead ICT teacher will be presented to the BOT on the outcomes of the 3year ICT PD contract. Here is a copy of the report to be presented to the BOT on the 18 Nov 2010. ||