Sally Avern's Professional Journey

Nuerodiversity refers to students who have or display symptoms of ADHD, ASD, Dyscalculia, Dyslexia, and Speech Disorders.  They effect Cognitive processing and therefore Executive functioning is impaired.  In order to ensure we have access to all the things we want to use/do. (People hours, tools, learning etc) we need to make sure we are collating our PLPs well so that we can show all our needs. Any level of adjustment gets funding and we no longer need a diagnosis for that funding to be put in place.  When talking to parents sometimes it's hard to know how to say that their child will not directly access their allocated '2 hours' or however it has been stated in the medical feild. Instead say: 'Our school already allocates extra people per grade to account for all of our diverse learners. We can definitely look at other things that they can access at our school from now on that is different to what they already recieve." Time will be given in staff meetings to up...

  To be continued.... Next Reading: 

When using the writing houses it works if we start from the bottom and work up. Hence, if you see a student is struggling it will be best if you work backwards. Noticing a gap means you can see what sits below it, strengthening these areas with help them move up the framework.   All Resources are owned by Ambereley District State school and cannot be copied or sold without express permission.

School Wide Procedures for 2022 -Do the class Matrix -If you're sending a student to buddy Class make sure it is documented and parents are notified.  -if you call behaviour support, it must go onto oneschool so that everyone has access to it and we can add anything to it if need be.  -We want to increase positve behaviour reporting as well. We forget to record those -1:4 -Extra points for being on time, having their diary and home reading. 

 

 Morning Circles Evidence suggests that by using the Berry street model will help us to ensure our students are able to access the social and emotional development they need to access the learning.  (This is available on the BSEM website here ) One of the ways we can achieve this is by starting out day with a morning circle.  The basic outline involves practices which create a positive start, community and a sense of belonging.  The proposed steps will be:  Greeting Check in with higher needs children Flash focus (a focus on our school wide expectation for that week) Announcements  Positive Primer to create an upbeat mood Brain break to use for the day Friday Reflections on what went well. This will be rolled out across the school.   My personal thoughts: I am really excited as this aligns very closely with our Morning Meeting. As we have older kids I would love to keep calling it a Morning meeting and I am not sure how easy it will be to have a c...

As you can see from the reading I have highlighted what I think are my own next steps. Those parts of my practice that I know can do with improving.  I can definitely work on these parts, I think I will start with feedback. We all know that good feedback is the key to success, so perhaps I can make mine more effective. I think if this is incorporated with my goal of helping the students be reflective as well, it will be easier. If I can help them reflect and then guide my own feedback around that at the same time (at the end of each lesson) then it will be hitting '2 birds' as well as making sure it is something the kids can use.  Again: these are my 'how to' next steps. If I want to be using/giving effective feedback and helping the students to be reflective. I need to build it into everyday.  Make sure I am using the splitscreen approach to boost the metacognitive process' of reflection. (This is what we are leaning and HOW I best learn).  As part of my Science an...