Charlotte Verity Professional Learning (School Based)

 Dynamic Indicators of Basic Early Literacy Skills Webinar with Emma Nahna Manual for Undertaking Dibbels Outline  Dibels is a tool for assessing and tracking literacy progress of students. It can be used to identify children at risk and used to target which specific areas of literacy learning they are challenged by. Intervention can be planned accordingly.  Key Points - understanding the test 3 tests: NWF (non word fluency), ORF (oral reading fluency), Maze (comprehension & vocabulary) CLS = Correct letter sounds (e.g. lun - child reads "l-u-n" WRC = Words read correctly  WRF = Word reading fluency Composite score on tracking sheet gives an overall rating/level  It's ok to use a tracking card if needed Give 3 seconds to read the word...if not, red for them or move on Progress kits: provide different tests at the same level  Grade 2 = Year 3 NZ, G 3 = Yr 4 Test are age specific...so a child in Year 3 does the Year 3 test, regardless of how advanced or n...

Link to Full Presentation  The Writing Rope https://www.readingrockets.org/topics/writing/articles/writing-rope-strands-are-woven-skilled-writing *** Always use/practise orally first / as well *** Small Building Blocks to Start With...  Word level  Sentence level xxxx xxxx Writing....embed it in rich contexts * Writing about what we are learning about supports understanding, retention, encourages deep thinking...and a variety of genres can be learnt Helping Students Advance Sentences : Basic Conjunctions/Co-ordinating Conjunctions The because, but and so task.... Give a sentence stem e.g. Matilda put superglue on her Dad's hat...(make sure that students write the full sentence, with the start, each time) Matilda put superglue on her Dad's hat, but... Matilda put superglue on her Dad's hat, so... Matilda put superglue on her Dad's hat, because... Sentences: Subordinating Conjunctions Even though Matilda calculated the profits correctly, ... When Mr Wormwood realises his ...

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PGC Conversation Sheet  completed with Sandy Hastings, Principal, 1/12/2023.

 Focus: Start of day - setting a positive tone, use of Te Reo, inclusion of all students, student voice provision, interoception) Observation document and next steps saved here  .

Log in here: https://e-asttle.education.govt.nz/SCWeb/  Choosing the best fit test * Choose appropriate test for the child * The 'mainly level 2' test includes level 2 questions, level 3 includes mainly level 3 and some level 4 and some level 2. Give the children time to do practise tests, a week prior to the real test. This helps identify any who have difficulty with devices, sign in, reading questions etc and upskill them as needed.  The practise test could also be run with the whole group as a modelled/shared version. Understanding the quadrants: image link Viewing the Test Results Click on 'view reports' from the left hand side of the e-asTTle screen, set filter to 1/1/23 to xx/2023 and then view tests. Choose the level 2 test i.e. 23COL Lv2 PSILFRead. View in ' student speak '.

Understanding Behaviour and Responding Safely: MOE Staff Workshop 19/8/23 Full presentation  Understanding behaviour: we can only see the tip of the ice berg...what might be hidden?  History, perceptions, physiological things (e.g. sleep, food intolerances etc), psychological, personality (including propensity to worry), preceptions, cultural background and migration experiences, neurodiverse profiles.. Flat affect - A person with flat affect has no – or nearly no – emotional expression. It is important to know about children's background and connect with those who need it as/how/when they need it. Survival loop & threat processing  Some students are in a state of high alert, monitoring their environment for potential threats. These children are more likely to interpret neutral faces or situations as threats....this can cause a flight, fright or freeze reaction. It is important to have a shield around shame When people distract from feelings of shame/badness by l...