Progress update - Term 3

This term has been a hectic and busy one and unfortunately i have not been able to trial as many interventions as i initially planned. I have had a huge influx of new students who started during term 3 and each child takes a few weeks to settle. My programme has been disrupted and i haven't had the opportunity to develop behavior strategies to improve my students reading practice.
Here is a brief outline about what i was able to achieve this term in regards to changing my practice and what strategies i put in place to improve the key competency "managing self".

Oliver: This term Oliver has been unsettled due to his family going away for a few weeks of the term and having his routine out of place. In the classroom he is not able to attend and focus like he was during term 2. However a behavior therapy student has been working with Oliver 1:1 to find the cause of his behavior and to set up a behavior plan for the remainder of the year. We are continuing to follow the behavior plan we have put in place and it continues to work well for him. I am looking forward to trialing more interventions for him next term.

Conner: Conner progressed so well during term 1 and 2 that he has been moved to a satellite class in a mainstream school. He has transitioned well to his new class.

Benjamin: Benjamin has made the most progress this term. He is calm, happy, settled and compliant. He is started to vocalise as he is reading rather than just pointing to the words as an adult reads. This is huge progress to Benjamin being able to read by himself as he can already recognise many high frequency words.

Personalised books

Reading should be highly engaging, especially for new and emergent readers. Often the language used in Magenta readers are simple to encourage high frequency word recognition at an early stage. Many of my new students that arrive at school are unable to attend for long periods of time let alone taking part in a shared reading experience at mat time.

To overcome this challenge I have split my class into two groups. 

- One group reads 1:1 with an adult on their individual reading which includes activities i have shared on this blog. Activities include; responding to visuals, identifying high frequency words, matching visuals to the pictures/words and colorful semantics. 

- One group to work on foundation reading tasks such as turning the page, pointing to the words, looking at the book, pointing to pictures and engaging in a story. For this group i have had to adapt my resources to suit their interests. 

At the beginning of the year I always send home a questionnaire  to ask about the students and their interest. Using this information I made lots of books that the students would be interested in so they can choose a book for silent reading. I have had a breakthrough with one of my students who has taken much longer to settle this year. She is now choosing to read a book to read and turning the pages on her own. 

Addressing sensory needs

My students need regular sensory input throughout the day in order to focus for extended periods of time. For some students this means implementing a "sensory diet".

"A sensory diet is a carefully designed, personalized activity plan that provides the sensory input a person needs to stay focused  and organised throughout the day." (Patricia Wilbager, OT)

When i look across my group of students i can recognize that most of my class are sensory seeking;  weather it is rocking on their chairs, walking around the room before sitting down, jumping off the chairs, or seeking tactile stimulation. I have worked with students in the past who were tactile defensive (refusal to explore tactile surroundings) and the class OT (occupational therapist) implemented a Wilbarger brush programme as part of a sensory diet. I was amazed at the success of using a brush to stimulate the skin in order to increase active exploration.

My class programme caters to the sensory needs in my classroom with regular sensory breaks offered to my students in order to increase their focus during work tasks. I timetable a movement break every 30 minutes. The breaks vary from jumping on the trampoline, going for a run, sensory play, swing and a exercise circuit. Some of my students such as Benjamin need more breaks in order to remain on task in the classroom. I make sure he goes on the swing for 2 minutes before he is expected to sit.

I am currently trialing a few alternative seating alongside the OT that works in my classroom. If you have a student who struggles to focus you could try using a swiss ball to sit on, inflatable cushion, fake grass under their feet, weighted blankets for pressure or a fiddle toy to maintain focus.

Engaging students in reading

Since introducing personalised books into my class library i have seen an increase of independent reading by a student who otherwise would have refused to read.
By engaging her in books about topics that she is interested I have been able to assess her pre-reading skills. I know that she is able to hold the book correctly and turn the page. When looking at the book she can look at the pictures and words on the left and then on the right which shows me she knows the left to right direction that text is read.

I download most of my individualised books from a website called Taheel Reader (link is supplied). Taheel Reader is a fantastic resource where people make books and upload them online. They are switch adaptable if you have a student with limited mobility who uses switches and they can also be used on a touch screen. I download and print them out to put in my library however last year my students were able to access them on the computer during independent reading time. I usually always have books in my library printed that are based on my topic as well.

Ready to Learn

I currently have 7 students in my classroom, 6 out of the 7 students have an individualised reading programme using the reading packs i make up each week.
One of my students has taken much longer than the others to settle. Last term she got upset when asked to complete a request. Once upset she would cry for an extended period of time. My main goal for her last term was to follow the class routines rather than complete work. She was encouraged to sit while the other students were sitting during circle time and meal times. When the other students were moving around activities for writing and math's she was expected to stay at the table but was not expected to complete work. Along with the behavior therapist we decided to take away all the demands. This was a very hard decision for me as i want all of my students to have the most learning opportunities throughout the day. Not encouraging her to complete a work task went against everything i believe in however it allowed her the chance to observe what the other students were doing and learn the class routine.

This term she has come back to school and is now very settled and calm. Her family said she missed school over the holidays, often putting her bag on wanting to come to school. I have reflected on her progress recently and how far she has come. I think the reason she is more settled this term is because we let her to settle on her own time, giving her opportunities to join in but not forcing her to be ready before she was ready to learn. Learning readiness is something that we need to take on board as educators, especially when that student has additional needs. They need to have the foundation skills in order to be able to engage in a learning programme that is designed for them.
Last term gave me the chance to be able to reflect on my own practice
, i needed to change the way i approached a student in order to cater to their individual needs

Practice makes Perfect!

Each afternoon I do individual reading with each of my students. Some students are able to sit and attend to a story and others are not yet ready to read. 

I have a student called Benjmain who has recently been able to show me many of the skills he has. After 9 weeks at school he is now able to sit at his seat for the majority of circle time, attend to a shared reading book and complete a work task. I knew that if i persevered with trying to get him to participate in reading he would become familiar with what is expected. 

After 2 weeks of bringing him to the table and getting him to point to the words and turn the page, he started to stay in his seat for longer and longer. At first he would turn one page and walk off; over time he increased the sitting time and participated more and more. 

Benjamin will now sit and participate in individual reading for the duration of a story. 

I am also able to send his reading book home so that he can read at home. His family commented that they were surprised he was able to sit for the length of time as he had never shown much interest in books. For the family, this was a huge milestone and one they were able to see him achieve at both home and school. 

ASD and Building Routines

The importance for building predictable routines for children with Autism is paramount for learning however it is important to ensure that the child doesn't become too obsessed with routines. I often hear of families having to drive the same route each day to ensure that the child with Autism doesn't get upset, or wearing the same clothes and eating the same food.
I believe that providing a structured learning environment helps the child to focus on what they are meant to be doing and to block out overstimulating environments. Routines also help to build expectations and  ease anxiety for children who cannot decode what is happening in their environment.
Now that my students are familiar with our class routine i am starting to make small changes to make our routine slightly different. This way they learn how to cope with change in a safe environment because life isn't always going to be predictable. I do this by taking a trip to the swings after morning tea instead of reading our big book, or timetabling a surprise on their individual timetables so they cannot anticipate what is going to happen.

If you have a student who cannot cope with transitioning between tasks then start by
- building a predictable routine (use a visual timetable to help)
- once they are familiar; start making small changes to their day
- adding "surprise" on their timetable

https://www.autismspectrum.org.au/content/establishing-routines

Managing self - Key Competencies

As my inquiry is related to increasing my students managing self skills i wanted to look more closely at the Key Competencies to see where they fit, i will readdress this later in the year to see where they have progressed using the Key Competency pathway. By linking my inquiry to the Key Competencies it has enabled me to identify my next steps and track my students progress throughout my inquiry.

https://nz-curriculum.wikispaces.com/2+Approaches

Oliver : He struggles to follow instructions when it is a non-preferred activity. This becomes challenging when it is time for work as he will show signs of refusal (lying on the floor or throwing his work), it has been difficult to see where his current reading skills. His behavior is a barrier to his learning, with the help of first / then visual supports we have seen his behavior decrease. 
Current Skills: KCI 4 / Manage my behavior : Attend to adult led activities with support
Next Steps : KCI 5 / Manage my behavior : Show awareness that actions have consequences

Conner : He has anxiety about joining in with unfamiliar groups, he will now join in group activities with out class but when we join with other classes he walks off and observes from a distance. Occasionally he refuses to come back to the classroom when we are outdoors but generally he listens well. 
Current Skills: KCI 5 / Take Risks : Use acquired skills in a familiar group
Next Steps : KCI 6 / Take Risks : Use acquired skills with an unfamiliar person

Benjamin : He needs to be familiar with a routine in order to remain on task and do what is expected of him. if the routine/environment is unfamiliar then he will walk away, run to a different activity or cry.  
Current Skills: KCI 4 / Persevere : Participate in a familiar activity that has been set for me with support
Next Steps : KCI 5 / Persevere : Anticipate and follow the next step in my learning programme that has been set for me

Reading Readiness

I am 3 weeks into teaching my new class. I have 8 students with varied strengths and abilities which is a change from the 5 older students i had for the last 2 years. I have been spending time building relationships, observing what they can do and where they are at.
One of the biggest learning challenges I face is, "how do I know they are ready to read?."
When speaking to a friend of mine who teaches a mainstream new entrant class I understood that most students start school and start on a Magenta reader straight away. This was certainly what i observed when I was out on practicum many years ago.
When i look at my group of students, only a handful would be able to attend to a story or sit at a table long enough to engage.
I came across a blog that has been helpful when deciding on who i was going to start on individual readers. The blog mentions 5 key signs that a child is ready to read with the first one being "engagement" which i believe is key to a successful reading journey as well as concepts about print. This year i want to become more familiar with the assessment tool "concepts about print" which is used widely across our school.

 https://thisreadingmama.com/ready-to-read-reading-readiness/

Transition to school

I have 8 new entrant learners with a variety of special needs. They are all transitioning from daycare or kindergarten where there was limited routine and frequent free play where they could explore their surroundings on their own accord.
School is a very different place and can be a huge adjustment for any learner. While I am getting to know my students and what my programme will look like I have ensured that I am setting up routines that will encourage their independence while they settle.

Here are some of the routines and strategies i have set up over the first 2 weeks to increase the key competency "managing self". Most teachers at our school would have these strategies set up in their classes as they are key components of any special education classroom however these strategies may also be helpful to other teachers who have students with additional needs in the classroom.

• using a timer to finish an activity - this assists with their independence so they can pack up the activity on their own. It also prepares them that an activity is going to finish which is particularly helpful when they have to leave a preferred activity
• individual timetables - this also assists with their independence so they know where they need to be in the classroom so that you don't have to tell them. Timetables are especially helpful for children who are non-verbal and cannot ask what is happening throughout the day.
• first - then visual sequence (see previous post for more information http://ssslaurencol.blogspot.co.nz/2017/05/using-first-then-visual-sequence.html)

I have already seen a shift with their independence, compliance and willingness to join the class for group activities.  

New Year - New Class - New Challenges

2018 is going to be a big year...

I have been given the opportunity to move to our base school to set up a new entrant class. I am excited for the challenge that this will bring; not knowing what skills my learners will come to school with but also being given the chance to provide them with the skills they need to become enthusiastic, motivated and independent young people.

My inquiry this year will remain the same as last years, "will increasing managing self skills improve their reading?"

My blog however will look quite different. Why? My students last year came to my class with existing reading skills that we built upon.
This year I will have to work on building foundation reading skills that all pre-readers need before they are ready to read.
My students will need to learn how to attend to a task, sit for longer periods of time, focus on a activity and engage before they start reading. Many mainstream new entrant classes focus on "reading readiness" which will be a huge focus on my blog this year.
I am looking forward to seeing if i have the same positive results that I had in my inquiry last year.

Make a deal ...

As the year winds down so does the structure of many classrooms. The classroom can often be louder and less predictable at the end of the year.

While i try my best to kept the class routine the same my students have begun to notice that the end of year is looming. One of my students has started to become anxious about school finishing and his behavior has escalated over the last two weeks. 

I have planned a class trip this week. To encourage good behavior for the week I have made a reward chart to work towards being allowed to go on the trip. 

Before setting up a reward system I ensure that i follow these guidelines:

- Be clear about what behavior you are trying to change

- Make it achievable and realistic (not too many stickers needed)

- Identify the prize ahead of time

- Be consistent with giving stickers

- Link the sticker with the desired behavior to encourage positive behavior

- Use as a reward NOT a bribe, do not threaten to remove stickers.

Making Words - Update

For the past two terms i have been using a programme called "making words" which was suggested by Dr Sally Clendon. At Sommerville we are fortunate enough to get regular professional development by Sally who focuses on a "balanced literacy curriculum".

I have blogged about this programme previously which you can find here and here.

I have been using this programme with one of my students who struggles with decoding and spelling who is currently reading at level 17/18.

I have noticed huge changes in Evan since using this programme daily. There are mini-lessons which use specific letters and a "special" word that they have to build up to spelling. The lessons start off by spelling small letters like "as". The teacher gives specific instructions to help them to build more complex words, eg; add a letter to the start of the word "at" to spell the word "pat". The student has to use their sound knowledge to word out where the letters have to go. Evan's confidence with spelling has grown so much that now he doesn't need as specific prompts, now we say to him "use three letters to spell the word cat". The managing self skills that Evan has gained has transferred to his writing. Previously he was unable to write a sentence without adult support, this week Evan wrote a story about his cow puppet independently.

Examples of Visible Learning

Last term i blogged about the importance of visible learning in special education .(http://ssslaurencol.blogspot.co.nz/2017/09/visible-learning-in-special-education.html)
I thought i would share the different ways in which i make the learning visible in my classroom across different activities. My colleague, Donna also blogged about learning intentions recently and shared some wonderful examples of how other teachers at Sommerville Special School are making learning explicit for their students. The link to her blog is below.
http://sssdonnaryan.blogspot.co.nz/2017/10/what-am-i-learning.html

1. Individualised work

2. Morning circle on the smartboard using visuals to convey meaning

3. Sharing Reading (using a colourful semantic colour prompt)

4. Reading log which goes home to parents to share their individual goals for reading

5. Learning boards (shared on a previous post http://ssslaurencol.blogspot.co.nz/2017/07/student-self-assessment.html)

6. Individual daily target (token economy)

Developing Social Skills

I am fortunate enough to have a ABA (applied behavior analysis) intern in my classroom this year.  
She is fantastic with the students and implements programmes to help shape behavior or teach new skills.

Behavior analysis focuses on the principles that explain how learning takes place. Positive reinforcement is one such principle. When a behavior is followed by some sort of reward, the behavior is more likely to be repeated. Applied behavior analysis (ABA) is the use of these techniques and principles to bring about meaningful and positive change in behavior.

https://www.autismspeaks.org/what-autism/treatment/applied-behavior-analysis-aba 

 
Stacey (ABA intern) set up a video modelling programme to show James how to interact appropriately in the playground. He watches this as often as possible, usually before playtime. 

As i also wanted to focus on social skills this term as part of my inquiry i made some resources to work alongside Staceys programme. There are some fantastic resources on the website "http://www.twinkl.co.uk/" which is where i got these from. First he reads a social story on how to be a good friend and then has to sort the scenarios into piles of "good friend" and "bad friend".
James completes these activities as part of his morning work box each day. James can sometimes become obsessed with negative behavior however he appears to be responding well to both the video and the resources. Check out the video of him below...

How often should we be reading in our classrooms?

How often should we be reading in our classrooms?

In many special education classrooms it can be challenging to have the same demands as a mainstream classroom would. My students need regular movement breaks which takes time away from the classroom. My students cannot cope with a typical classroom timetable however i try to implement as many literacy opportunities as i can. It has taken 2 years to be able to put this many demands on our timetable and as you can see our day is split into "mini-lessons" to weave literacy throughout the day. Other classrooms at Sommerville have fewer reading opportunities because the needs in their classroom are much higher or they have different reading goals related to concepts about print.
I have included a timetable of all reading based activities (not including other curriculum areas) as one of the many questions i have been asked is how often i read with my students. Below is a brief explanation about what each activities looks like in my classroom.

Time	Monday	Tuesday	Wednesday	Thursday	Friday
8.30 – 9.15 9.30 9.45 – 9.55 9.55 – 10.30	Morning work box Morning Message Word wall games	Morning work box Morning Message Word wall games	Morning work box Morning Message	Morning work box Morning Message Word wall games Individual literacy skills	Morning work box Morning Message Word wall games Library
MORNING TEA AND PLAYGROUND
11.20 – 11.35	Shared reading	Shared reading	Shared reading		Shared reading
LUNCH AND PLAYGROUND
1.40 – 1.50 1.50 – 2.10	Self-Selected Reading 1:1 reading	Self-Selected Reading 1:1 reading	Self-Selected Reading 1:1 reading	Self-Selected Reading 1:1 reading

- Morning work box: a TEACCH inspired workstation where children work completely independent with activities they have learnt to master
- Morning message: Each morning i write a message to my students including words from the word wall
- Word Wall games: different whole class games, each student works on different skills
- Individual Literacy skills: a block focusing on making words, grammer etc
- Library : reading to and with the students with books they engage in
- Shared reading: one book a week with a different focus/activity each day eg, "read the book to find the main characters in the story"
- Self-selected reading : completely independent reading, they choose books from the computer, library or i-pad
- 1:1 reading: students read 1x book a week with a different activity/focus each day. I make up reading packs for each student (see previous post)

I try to make sure that students get the opportunity to...
Be read to - morning message, shared reading, library
Read with - 1:1 reading, individual literacy skills
Read independently - SSR, morning work box, library

Reading Success!

Reading has always been a huge challenge for James who remained on level 1/2 for 4 years.
 He struggled to retain sight words he learnt and also struggled with comprehension.
Through repetitive word wall activities, visual based reading activities and behavior strategies in place, James has moved up 3 reading levels which is such a huge achievement.
When my students achieve a milestone i send home a milestone card and I display my students success in the foyer in our classroom.

Making Words - Update

This week i started Evan on a programme called "Making Words" (see previous post). Evan was able to spell most of the 3 letter words but once the words started to increase in size he needed help. I gave him 'hints' to guide him but never gave him the answer. He enjoyed finding rhyming words and commented on how many words he could make with only 5 letters!

I thought that he may get upset once he couldn't spell a word on his own as this is what generally happens during writing tasks but because the programme is very specific he felt confident that he would be able to complete the task. 

Each lesson has a 'secret' word using all of the letters provided. Throughout the activity he was excited to find out what the secret word was. He was so motivated that he asked me what secret word he is going to spell next week. I love his enthusiasm for learning. 

Making Words - Mini Lessons

I have a student in my class (Evan) who is a very confident reader but when it comes to writing tasks or attempting to spell words he shuts down and refuses to complete his work.
This term i have been reading a book called "Making Words" which entails a very specific phonemic awareness and spelling programme.
This week i am going to implement a mini-lesson after each guided reading session for Evan to practice making words. The book breaks down each step with small tasks which doesn't require Evan to write but uses his letter-sound awareness to make words.
The book has set lessons however i am going to split one lesson across the week so that Evan has time to process what he has done and doesn't get overwhelmed with the workload.

Where to from here?

This week I attended our CoL Hui where all of the teachers in our CoL displayed our inquires. It was a great opportunity to share my journey with other professionals and see how other teachers were progressing with their inquiries. What a wonderful experience to reflect on my practice and my inquiry as many of the visitors to my display asked me some interesting and valid questions; the main question?

My students are improving and moving up reading levels (2/3 students). If they haven't shifted reading levels then they have increased their sight word knowledge and gaining confidence in reading. The strategies that i have implemented to improve the Key Competency - Managing Self are working. My students can work for longer periods of time and are more willing to take risks with their reading. Below is an outline of what i am wanting to achieve by the end of the term with my students reading and behavior management. As each student is so different there is not a "one size fits all" approach.
I will update my blog on the success of the following:

• James : attempt to sound out a word he doesn't know. I am going to try Elkonin boxes with him as seen on another colleagues blog. James will say "i don't know" and ask "whats this" when coming across a unfamiliar word. 
• Evan : Attend 2x mainstream classes a week for reading. At the moment Evan goes once a week. He is allowed to return to class whenever he is ready as sometimes he doesn't cope. I will implement some form of communication symbol that he can show to the support person to indicate that he wants to leave the class. 
• Toby : implement a programme suggested by my schools SLT to teach Toby comprehension. At the moment Toby can point to symbols to answer questions but often repeats your question rather than answering the question. He has to be taught how to answer a question. Currently he can answer "who" questions with support.