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RTLB - Who are we? Handout

Specialist presentation
by

Marg Gillaly

on 22 August 2011

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Transcript of RTLB - Who are we? Handout

Professional
Knowledge Cultural
Responsiveness RTLB: WHO ARE WE? Interprofessional
Practice Assessment
Practice Evidence-based
Practice Commitment to
Inclusion: Most inclusive and least intrusive
Equity: every child has the right to a quality education - be an advocate
Confidentiality
Collaborative Practice
Reflective Practice
Do no harm. The needs, safety and protection of the child are paramount. Reflective and
Ethical Practice Guided by the Teachers Code of Ethics Principles and Professional obligations.

When meeting ethical dilemmas consider:
the moral choices we make
the values that inform these choices
the reasons we give
the language we use (O'Neill, 2007)
Model: Newman and Pollnitz Ethical Response Cycle (2002) Clear,consistent and practical policy and procedures.
An excellent intervention sequence.
Overarching consistency while allowing room for RTLB to be responsiveto the needs of individual students/teachers/schools. Partnership: collaborative approach - schools, families and agencies
Participation: respect for Ako'
Active protection: embedding tikanga Maori in practice.
Ka Hikitia:To ensure Maori are enjoying education success as Maori.
Focus on quality, responsiveness, and effective learning.
Kaitiakitanga and wairuatanga: practice reflects the custodial role: delegated responsibility, cultural protocols and spiritual freedom.
Whanaungatanga, manaakitanga: relationships, ethic of care and respect for all students and their whanau. Need to explore and be confident in own cultural beliefs and values

acknowledge and respect the cultural beliefs and values of students, teachers and schools - the way they do things there.

recognise and respond to diversity: bicultural and multicultural

'We' not 'I'.

NON JUDGEMENTAL. Culture "RTLB provide itinerant specialist support to students and their teachers, in order to improve educational outcomes for year 0-10 students with moderate learning and/or behaviour difficulties." "Those who provide advice and guidance to teachers of students who are at risk of low achievement due to learning and/or behaviour difficulties. This may include direct teaching, demonstrating practice, and providing teaching strategies so that students receive appropriate learning programmes and behaviour management on an ongoing basis”
Ministry of Education (2010b) Each student is enabled to participate to the best of their ability.

RTLB positively support teacher/school/whanau to overcome barriers to inclusion. All RTLB are experienced, registered teachers.
Need to be open to new and emerging trends.

Practice is expected to be based on a combination of proven Learning Theories.

There should be a match between theory in practice and espoused theory.

Theoretical-based practice includes: http://www.teacherscouncil.govt.nz/rtc/r2a-poster_coeenglish.pdf Piagets cognitive development Vygotsky's social
development (ZPD) Bandura's social
cognitive theory Gardner's
Multiple Intelligences Roger's practical
behaviour intiatives Marzano's instructional strategies RTLB: Inclusive practice based on
an ecological model eg:
Bronfenbrenner http://www.waitangi-tribunal.govt.nz/treaty/meaning.asp The Students
Teachers,TA's and Schools
Students, Families and Whanau
Other RTLB colleagues HOW?? Using collaborative and consultative models
Building relationships based on:
a willingness and commitment to a positive outcome for the student
respect
trust
honesty
confidentiality
open dialogue
defined/agreed roles and expectations
formal documentation
effective process: collaborative plans monitored and reviewed. WHY?? Who?? Child & Adolescent Mental Health Service Public Health Nurses Child Development Team: Puketiro
(Paediatric Assessment Services) ADD Trust Autism New Zealand Inc. MoE Special Education Central Regional
Health School Combined Ministries of Education, Health and Justice RT : Literacy
RT: Vision
Advisor on Deaf Children
Speech Language Therapist
Early Intervention
Occupational Therapist
Physiotherapist
Psychologist
Special Education Advisor
Support Worker eg Behavioural,
High Health Needs, SLT
Centre for Assistive Technology (CAT) MoH DHB: NZ Police:
Child Protection Team MSD Values and Principles Practice guided by the RTLB Policy and Toolkit
(Ministry of Education, 2007) which provides: RTLB expected to behave in a professional and ethical manner. http://rtlb.tki.org.nz/Governance-and-management/Policy-and-Toolkit Commitment to the principles of the Treaty of Waitangi: Sharing ideas
Sharing expertise
Sharing the load
Learning from best practice PLUS +++++ PLUS+++++ RTLB Cultural Context 1. Referral
2. Initial meeting
3. Data gathering
4. Analysis
5. Goal setting
6. Planning
7. Implementation
8. Monitoring
9. Review
10. Follow up and reflection.
(RTLB Toolkit) Audiologists Psychologists Government Agencies
including Community groups
including: Listen, Listen, Listen! Adapting classroom physical and emotional environment (adapted curriculum, visuals, rewards based ...)
Incredible Years Programmes
Circle Time (Jenny Mosely)
Restorative Practice (eg Jane Langley, Margaret Thorsborne and David Vinegrad)
ASD Specialists programmes eg Sue Larkey
Stop Think Do (Lindy Petersen)
Volcano in my Tummy (Elaine Whitehouse and Warwick Pudney)
Social Skills Training (eg Carol Grey's Social Stories; Socially Speaking etc -Alison Schroeder; Friendly Kids Friendly Classrooms etc Helen McGrath and Shona Francey) Pause, Prompt Praise
First Chance Literacy Programme (Dr Gwenneth Phillips)
Reciprocal teaching (Palincsar and Brown, 1984)
First Steps (http://www.stepspd.com/)
Peer Tutoring (various curriculum areas)
Rainbow Reading (Meryl-Lynn Pluck)
Cooperative Learning (Johnston and Johnston, Kagan etc)
Talklink, Dragon Dictate (assistive technology)
Talk to Learn (Jeanette van der Wal, Ros de Candole and Eleanor de Vries) RTLB follow a specific
Intervention sequence RTLB Domains:
Participation
Social/Behavioural
Learning Achievement
Teacher/School Capability Entry Phase Data collection includes
Interview: Teacher/relevant school personnel, student, parent/s
Observations: (varying type, number and contexts depending on Domain/s: Class, playground, other event) including formal ecological assessment eg TIES II (Ysseldyke & Christenson),
Checklists
Other Agency reports/collaboration +++ Learning achievement evidence-based interventions. Some examples: Social/behaviour evidence-based interventions. Some examples: RTLB practice:
based on sound research with proven outcomes
responsive to the context/specific needs.
Mindful of being captured by
the 'new best thing' Bloom's
taxonomy Role of RTLB Model best practice, team teach, train TA's/peers, provide resource support, teacher/school professional development ... SE 2000


Success for All - Every School, Every Child http://www.minedu.govt.nz/theMinistry/Consultation/ReviewOfSpecialEducation.aspx http://www.minedu.govt.nz/NZEducation/EducationPolicies/SpecialEducation/PolicyAndStrategy/SpecialEducationPolicy.aspx Domains interelated Participation, Teacher/School Capability IEP/IBP Assessment data gathered from an ecological perspective Examples of assessment tools
Running Record: including frequency and duration of actions, interactions, activities, events as they are happening
Event record (a count of how many times specified behaviours occur in a given time)
Multiple incident record
Time sampling
Playground observation record (Ballard/Parten)
Functional Behavioural Assessment
ABC +++ Examples of assessment tools
Running records (eg PM Benchmarks, Probe)
Phonological assessments
work samples, exemplars
JOST (Junior Oral Language Screening Tool
School assessments eg STAR, Six year nets, NUMPA
LASS, COPS +++ Social/Behavioural/Particpation Learning Achievement Analysis informs IEP/IBP/CAP.
Collaborative goal setting and intervention plan.
Implemention, monitoring, ongoing assessment leading to review and reflection. Assessment Process and Interventions: Least intrusive, most inclusive
Strengths-based and Solution focused Marg Gillaly's Core Assignment 2 2011 + + Initial data was collected from my three RTLB colleagues and then shared and synthesised with online colleagues. This concept map represents our shared understanding of the role of RTLB.
Respondents located from Invercargill to Dargaville
Majority had been RTLB for 7-10 years
Gender: 70% Female
Ages: Early 40's to early 60's. Interview Demographics Matrix of Perspectives (Bowler, Annan & Mentis, 2007) PB4L:http://www.minedu.govt.nz/theMinistry/EducationInitiatives/PositiveBehaviourForLearning/ThePlan/KeyProgrammesAndActivities/SupportingActivities.aspx
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