MiniLit and MultiLit
Artefact 1
Artefact 2
Annotation
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The artefacts are the Chatswood Public School P & C Enhanced Learning Support Proposal 2015 and a sample week of the School and P & C funded learning and support teacher’s timetable. Why MultiLit and MiniLit – Differentiation? The school, in fulfilling its requirements under the the Disability Discrimination Act and Disability Standards, conducted an extensive assessment regime in 2015 to identify students requiring additional support with their learning. This highlighted need in the area of literacy. The school has involved the whole school community in planning to support students as they progress through the stages of education, consulting and including them in the decision making process. As a result of this the school and P & C jointly fund a learning and support teacher to focus on improving student outcomes in the area of literacy. The MiniLit and MultiLit programs allow the school to systematically identify and differentiate learning to address student needs in the area of literacy. When is it significant to use these programs? The MiniLit program is designed for use during the stage 1 years with the MultiLit program being designed for one-to-one use throughout primary school. The earlier an educationally sound intervention, that is differentiation, occurs after need has been identified is known to have the greatest and positive impact on a child’s learning. How do the MiniLit and MultiLit programs occur? After initial assessment and groupings, students have 4 lessons per week of up to an hour each doing MiniLit. The number of lessons per week students doing the MultiLit program have varies upon individual need. What is the benefit? The benefit of using these programs has been to see real improvement in the literacy skills of students participating in these programs. It also allows for additional support to be guided to students who have additional underlying learning needs.
The Significant Impact
The artefacts demonstrate that Chatswood Public School has consulted and communicated with the school community to implement quality differentiated teaching and learning for students with additional needs in the area of literacy. The artefacts also demonstrate that 20 students are supported using this program with students having teaching and learning differentiated to support their needs. Differentiation occurs through the time during the day that lessons occur and between individual and small groups as well as between programs used. Student wellbeing is promoted through their learning needs being catered for.
Analysis
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In our self-assessment process the leadership team analysed a range of evidence to support our judgement.
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SEF Connections
Learning Element
Learning Culture - Excelling
Collective responsibility has been taken on a school-wide and school community basis to support the learning needs of students.
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Wellbeing - Sustaining and Growing
The MiniLit and MultiLit programs are literacy programs that drive quality teaching practice that allow students to thrive and succeed at their stage of learning and development.
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Communication and Learning - Sustaining and Growing
This program demonstrates just some of the processes and programs in place to identify and address student learning needs at Chatswood Public School.
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Student Performance Measures - Sustaining and Growing
Measures of student performance are embedded throughout the MiniLit and MultiLit programs along with assessments and data used to identify students requiring additional support in the area of literacy.
Teaching Element
Effective Classroom Practice - Sustaining and Growing
Feedback to students is an integral part of the MiniLit and MultiLit programs such as modelling phonological production.
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Collaborative Practice - Sustaining and Growing
Teachers work together to identify students with needs in the area of literacy with opportunities for teachers to use their professional judgement with formal data such as L3 data to identify students requiring additional support.
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Data Skills and Use - Sustaining and Growing
The MiniLit and MultiLit programs incorporate data analysis in the planning and learning. External to these data is analysed from L3, TOWRE-2 and PM Benchmarking to direct the programs including which students are exhibiting the highest need and student groupings. Data is used to inform the P & C broadly about student progress within the programs.
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Learning and Development - Sustaining and Growing
The use of the MiniLit and MultiLit programs are proven by research to have a high impact on student learning outcomes.
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Leading Element
Leadership -Sustaining and Growing
The school has addressed feedback, both internal and external to provide support for students to increase their learning outcomes in the area of literacy.
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Please check the link below re: School Excellence Framework