- Whole School Plan for Special Needs Provision
- 1. Situation
- 2. Aims of Learning-Support
- 3. Principles
- 4. Staff Roles and Responsibilities
- 5. Internal Provision
- 6. Policy on Screening, Assessment, Caseload, Selection, Permissions and Review
- 7. Continuing and Discontinuing Supplementary Teaching
- 8. Monitoring Progress
- 9. Liaising with Parents
- 10. Monitoring and Reviewing of Policy
- All Pages
6. Policy on Screening, Assessment, Caseload, Selection, Permissions and Review
This section of the policy refers to policy etc. in Loreto N.S.
6.1 Parental Permissions
- Written parental permissions are required for children to attend learning support??? Address this
- Written parental permissions are also required for the LSRT to undertake individual diagnostic testing (Circular 02/05)
6.2 Initial Screening
Learning Support teachers will carry out the initial screening tests. LSRTteachers will also correct and record results for B.I.A.P, Quest, Micra-T and DPMT standardised tests.
6.3 Diagnostic Assessment
The learning-support teacher will discuss each school’s recorded results with the staff of that school and carry out further screening tests and / or diagnostic assessments where it is deemed necessary.
6.4 Caseload Decisions
Large caseloads have led to a dilution of LSR provision and this is to be avoided as is the inclusion of average -achieving pupils on the LSRT caseload. The Staged Approach (See Appendix 1 of this policy) ,together with current guidelines (the LSG), and DES directives must inform all decision making regarding the LSRT’s caseload.
6.5 Selection Criteria
The selection criteria encompass all current guidelines and general good practice. The LSRT will select pupils in accordance with these criteria, stopping at (1) if his/her caseload is full, but will continue on to point (2) caseload permitting and so on through the selection criteria
- Pupils diagnosed as having Low Incidence Learning disabilities e.g. Down’s Syndrome, ADD etc.
- Pupils diagnosed as having High Incidence learning disabilities e.g. dyslexia
- Pupils scoring at/below the 10th percentile on standardised assessments in literacy
- Pupils scoring at or below the 12th percentile on standardised assessments in literacy (to allow for margin of error)
- Early intervention in literacy (Infants -2nd class pupils who continue to experience difficulty, despite Stage One interventions by the class teacher)
- Pupils scoring at or below the 10th percentile on standardised assessments in mathematics
- Pupils scoring at or below the 12th percentile on standardised assessments in mathematics
- Early intervention in mathematics (Infants-2nd class pupils who continue to experience difficulty, despite Stage One interventions by the class teacher)
- Pupils scoring above the 12th percentile on standardised assessments in literacy who continue to experience difficulty, despite Stage One interventions by the class teacher, under the Staged Approach
- Pupils scoring above the 12th percentile on standardised assessments in mathematics, who continue to experience difficulty, despite Stage One interventions by the class teacher, under the Staged Approach
- Pupils scoring above the 30th percentile in standardised tests in maths/literacy who continue to experience difficulty may be included in the caseload at the discretion of the principal.
6.6 Deploying Resources: The 6 Steps from Circular 02/05
(1) Step 1 Circular 02/05, p.7
A list of every pupil in the school, who has been highlighted as being in need of support, will be compiled by the Learning Support and Resource teachers.
(2) Step Circular 02/05, p.7
This list will be examined in consultation with Circular 02/05, and each child will be allocated support, as appropriate under the terms of the staged approach
(3) Step 3 Circular 02/05, p.7
A list of member of the teaching staff will be compiled by Sr. Maria
(4) Step 4 Circular 02/05, p.8
A member of staff will be allocated to support the learning of each pupil identified, taking into account: the Staged Approach; the needs of the pupils; the expertise and experience of the teacher; and practical considerations
(5) Step 5 Circular 02/05, p.8
Pupils with similar needs may be grouped for support
(6) Step 6 Circular 02/05, p.8
A tracking and recording system will be established by the Learning Support and Resource Team. Teachers will actively monitor the progress of pupils.
6.7 Staff Meetings
Learning Support will be included on the agenda for staff meetings at least once per instructional term
6.8 Parent -Teacher Meetings
The nature of LSRT means that meetings with parents are on-going and regular.