Str, Fnj, Mtc, Dks
Purpose of this data session
As you are aware there has been much testing of the current Year 9, although some test data has not been collected due to the Earthquake. All of the data from intermediate schools has been collated and is available to you in the files section, along with the information to interpret it in your own time if you are interested.
Today, you will only be examining the LASS data to high-light any students with learning differences. You will also be provided with suggested inclusive activities to try in your classroom. In your class you can expect to have at least 5 students with some kind of learning difference that will require some kind of differentiated learning. The activities/strategies suggested are just different ways to present information that will not only help this small number of students to process more effectively, it will raise the achievement for all in the class.
The intention of this session is for you to take something away that you can use within the next couple of lessons. A lot of hard work has gone into making this useful to you. I want to thank Janet Ainsworth, Heather McMillan, Lynne Loughlan and the testing team for their efforts.
The masters of the data, patterns and suggested activities are found in the 'files' area.
What do the tests mean?
There are 5 sections to the LASS test. The scores are presented as centiles. This means that if a student scores 95% on any test, only 5% of students will score higher. Those student with significantly low scores hjave already been identified by the Supported Learning Centre but please contact the team on ext 865 if you have any concerns/questions.
|This test is used to give a reasonable estimate of general intellectual ability or intelligence. Anything less than 30 is a concern.||This is a test of visual memory involving spatial and temporal sequences. This skill enables the retrieval of sight words and remembering letter order in spelling.||This test involves the recall of strings of numbers. This tests the effectiveness of the 'working memory', where we hold information e.g. phonological codes while we process them||This tests the ability to identify sounds common to English language in made-up words.||General phonological processing test where parts of words have been deleted i.e. what is window without dow. This skill enables people to acquire new vocabulary.|
The cluster leader has sat this test and can briefly outline what was done in each test.
Take just a couple of minutes to examine the rows of data to see obvious anomalies.
Common patterns, what they mean and the students that display them
Heather has pain-stakingly gone through the data of each group and has pin-pointed 6 common patterns, the students that display this pattern and what this means for their processing ability. The summary is below:
|Pattern in data||Students displaying this pattern||What this means for them||Suggested activities/strategies|
|High reasoning, low Mobile||Problems with short term memory e.g. recall of numbers and words. May struggle to understand verbal and written instructions . May hear and understand, then forget what they need to do.||'Chunk' instructions. Instructions in multple forms & places. Mnemonics for memory. 'you talk, I'll write'. Y-charts. Story-boarding verbal instructions. Sentence starters and key words to jog memory.|
|High reasoning, low cave||Logan MacKenzie, Elizabeth Wilson, David Ngaamo, Luke Woolletts||Problems with visual, spatial memory. Affects the learning of new words and symbols. May show concentration and attentiveness as problem - ADD?||
Use activities that allow movement in class e.g. different stations, group work, jigsaws. Games like Taboo, Bingo, Wheel of fortune. Use mnemonics. 'you talk, I'll write'.
|Low non-words, high cave||Liam Jones||Few phonic decoding skills. High rliance on visual strategies.||
Allow students to present work visually e.g mind maps, Y chart, story board, poster. In group work, allow another member to record answers. In written tasks, provide sentence starters, learning frames, graphic organisers, picture dictation.
|Higher Non-words and segments, lower Cave and Mobile||Has learnt language rules which student uses to compensate for poor memory. May struggle with organisation and remembering instructions.||Sit next to reliable 'buddy'. Sentence starters, writing frames, graphic organisers, Y chart. Give clear, concise written instructions over verbal ones.|
|High Cave, Low Mobile||Good visual memory and poor auditory/verbal memory. Visual memory could overcompensate but as school progresses will show difficulties in literacy.||Allow students to present work visually e.g. mind maps, Y chart, story board, poster, dramatic presentation, flow charts.|
|Low Reasoning, Higher in other areas||Low ability but rote memory and/or ability to decode text BUT little understanding of what they read/hear.||Give written and oral work in 'chunks' to allow processing time. Use story boards/mind maps to highlight main points. Lots of repetition. Praise for asking if they don't understand. Revise and recap at the end/start of lessons.|
|Possible misplacement according to LASS data||Kaleb Bright|
Discussion on high-lighted students
How does the group feel the high-lighted students are doing in class? Are there any observations to back up the data?
Add your observations here:
Surprised that Elizabeth is in this section! Agree with the placement of Luke and David.
Strategy to be tried by individual teachers
We would now like each teacher to try one of the strategies in a lesson before the next cluster (week 4). You will be expected to feedback at the next meeting on how you felt the strategy worked with the class as a whole and with the students of interest.
Fill out the table below:
|Teacher||Strategy to try||Students in mind|
|Dks, Fnj, Mtc, Stj||sentence starter||Liam|
|Str||present work visualy||Liam|
|Dks, Fnj, Mtc, Stj, Str||group work, movement around the class||David, Luke, Elizabeth|
Issues / Concerns:
Please list any issues you would like the Dean to be aware of / follow up on.
Matthew and Luke full of excuses, fails to do homework, bullying.
Chris, work completition.
Feedback / Action
keep monitoring work completion and set appropriate punishment. Overall a great class