Nazareth PD – Wednesday June 5, 2019

Workshop 1 - Making the most of Differentiation and Support – C McCole - CA208

Student Product:

- Flexibility in SACE / ACARA

- Expectation to provide evidence of learning
- Assessments criteria and procedures should clearly communicate the ideas of the task

Maker Model of Differentiation at Nazareth

Student backgrounds and interests

‘Enrolment Package’

- Snapshot of learning
o Student Brief Sheets
o Interviews with parent and student
o Documentation of medical illness / diagnostic reports
o Previous school reports
- Content > Process > Product

Secondary School

Eso Support at Nazareth

Education Support Officer is an employee who:

- Provides direct or indirect services to students

- Assist students as individuals or groups
- Provides curriculum support.

Scaffold or chunking information.

- Create specific power-points that clearly scaffold a task.

- IEP – Assessed the same as peers BUT adjustments have been made. Different to a sperate
task.
Workshop 2 - Differentiated Task Design and Disability Technologies – H Buggy

Norm vs Defective – Challenge the Norm of dyslexia

Differentiation Jigsaw

- Environmental
- Content
- Process
- Product

Technologies

- C-Pen – Physical Item – about $290 per unit

o Scans physical documents
- Natural Reader – Browser Plug-in
o Reads information from websites
o Can upload documents to the actual website
- Word Q 5 – Desktop Application – Paid Service (Monthly subscription)
o Can read out what you are writing.
o Has an in-built vocab list that are specific to certain topics
- Dragon Naturally Speaking – SPEECH to Text desktop application – paid service
o Does have some technical issues as the technology is relatively new
o Could become greatly beneficial or detrimental to students.
Workshop 3 - Adapting task sheets for students with low literacy– T White

210 EAL Students across 7 – 12

2018 NAPLAN Reding Comp: 4% of students below the minimum standard, 17% at the minimum
standard.

- Consider students with good reading comp vs writing skill

- Balances out making them appear average in results

Nazareth will remove students from the NAPLAN process entirely.

Visual Access

- Page layout
- Use of White space, separating instruction
- Easy to find information
- Text size on the page (11 – 12 font + 1.5 spacing)
- Information irrelevant to the task is not included.
- Migraines should be left-justified

Procedural Access

- How well is the instruction clarified?

- Common access barriers have been addressed in the design
- The task, objectives, and criteria align
- Students are able to respond within the prescribed conditions
- Enough space and resources are provided for responses
- The assessment is scheduled to give students the best opportunity for success
- Process for evaluating quality are clear

Linguistic Access

- Language and complexity of the task itself

- Instructions are clear and direct
- Sentences are short and simply structured
- Specialist language is defined using student friendly terms
- Information is stated once only and if it needs to be referenced more than once consistent
terminology is used

Graham, L., Tanccredi, H., Willis, J., and McGraw, K. (2018). Designing out barriers to student access

Font Choice

Dyslexia friendly fonts

- Sans Serif fonts are better than those with “serifs” (flourishes on the ends of letters)
- Letter spacing supported by research to improve readability by 7 – 20% for dyslexic students

Flesch-Kincaid readability test

- Test the readability of documents using Word’s built-in readability score

- Aim for between 60 – 80
- Grade level should be at year level or below
- Everyday publications aim for level 6 – 7