Access Unit Team
The teaching team in the Access Unit is highly qualified and well prepared for the challenges ahead. We are fortunate to maintain the same full time special education trained staff; Mrs Cheryl Harrison, Miss Sophie Johnson and Mrs Margaret McDonough.
In addition there are a number of other teachers who have minor roles in the Access Unit. Combined, we have a wide variety of experiences and talents that will enhance our structured programs. The team is ready to deliver some wonderful programs throughout the year.
2009 Access Unit Teaching Staff:
Mrs. Cheryl Harrison – Director of Educational Support, Special Education Teacher
Miss Sophie Johnson – Special Education Teacher
Mrs. Margaret McDonough – Special Education Teacher
Ms Kate Ikinger – Director of Junior Primary (In class support)
Mr. Brian Sampson – Director of Studies (Year Five Maths, Year 6 support)
Mr. Andrew Strempel – Christian Education (Counsellor, Social Skills)
Mr. John Croxford – Head of IT (Year Six Maths)
Mr. Andrew Nichol – PE Teacher (In class support & aquatic gross motor skills)
Ms. Laura Eldridge - PE Teacher (In class support)
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Mrs. Jillian Moore – Integration Aide (Part time Year Prep and Five)
Mrs. Libby Taylor – Teacher Aide (Part time Year Six)
Mrs. Sophie Trotter – Teacher Aide (Year One and Five)
External Specialists
In addition to the staff listed, several specialists also visit the school on a regular basis and they are an integral component of the Educational Support team. These specialists include visiting teachers for vision impaired students, occupational therapists, speech pathologists, paediatricians and psychologists. Each person plays a vital role in the supporting the school’s efforts and philosophy in providing the ultimate education for the boys and catering for the individual needs of all students.
Assessments
Assessments are conducted throughout the year on a regular basis in the general classroom, however more formal assessments are coordinated through the Access Unit. If any unusual negative results appear an investigation commences. Discussions will occur with the class teacher and the parents are usually contacted. If there is no obvious reason for a change in learning progress a supplementary assessment may be administered prior to further meetings or referrals. Generally, routine assessment results are not distributed to parents but are readily available upon request to the Director of Education Support.
At the beginning of each year Junior Primary and Year Four staff administer assessments to help determine what level each child is performing at so their programs can be tailored to meet individual needs. Junior Primary require the assessments early in each year as learning is developmental and can vary considerably in the early years. Year Four is an intake year as 26 more boys begin their journey at Scotch, therefore less formal assessments at this time assist the class teachers to determine their programs.
NAPLAN (National Assessment Program - Literacy and Numeracy) is usually held around the middle of the school year. This is a formal assessment program that is administered to every boy in Year 3 and 5 according to government regulations. The assessments are conducted at school but marked externally. Formal reports are prepared for each student showing their achievement level for that point in time and a comparison to other students in the same year level. These are routinely distributed to parents. Further information is available from the website http://www.naplan.edu.au/parents/parents.html
Additional formal assessments may be conducted on selected students when the class teacher approaches the Access Unit with concerns about the learning progress of a student. Special education staff may administer additional supplementary assessments to gain more detailed information about the strengths and weaknesses of any student. This information will then be used to inform the parents and discuss what options or action may need to be taken. This may include referrals to external specialists such as psychologists, paediatricians, audiologists, speech pathologists, occupational therapists, visiting teachers and so on. In this case the Director of Education Support will provide a written referral with a list of appropriate professionals so parents can select a provider of their choice. After the assessment a copy of the written report is usually provided to the school. The recommendations and information in the report is used to assist with individual planning and programming. Finally, this information is filed and posted on the electronic student profile, so necessary information that affects teaching, can be provided to those teachers that work with the student. This is a secure system that only teachers can access and the information remains confidential.
An ability based test is administered to Year 5 and Six boys usually around August each year. This test allows us to measure verbal and non verbal ability so we can ensure each boy is working to his maximum potential.
An orientation and assessment day is held early in Term Four for those boys who will be in Year Four the following year. This includes current Year Three boys and the 26 new boys. The morning is spent completing assessments and the rest of the day is used to bring the whole year level together in preparation for the next year. The information gained from these assessments assists the school with class placements.
End of year formal assessments are conducted to track each boys’ journey through their entire life at Scotch. English (reading comprehension, vocabulary and spelling) and Mathematics are administered to every boy, every year, at the same time. This information is used to follow their progress from year to year and is stored electronically.
Individual Learning Programs
Class teachers in collaboration with special education staff, may decide that it is necessary to place a boy on an Individual Learning Program, referred to as an ILP. This means that the student will have considerable variation to his Year level program in one or more areas of the curriculum. If this decision is made, parents are contacted and regular meetings will occur each term to determine and revise the individual learning goals. All short and long term goals are documented and copies available for all participants.
Program Support Group Meetings
These meetings are often referred to as PSG meetings, being the acronym for Program Support Group Meetings. Minutes are taken at these meetings, which is usually chaired by the Director of Education Support. Parents, parent advocates (if desired), class teachers, special education teachers, specialists and outside paramedical staff attend these meetings to collaboratively determine the major goals of the student. When appropriate, the student may also be invited to attend.
Government Funding Assistance
Occasionally, some students will have significant needs and relative assessment reports, which means they may qualify for government funding assistance. Applications for this funding is completed in Term 3 by the Director of Education Support and submitted by the school to Australian Independent Schools of Victoria (AISV). This governing body decides who qualifies for the various levels of funding available. If you believe you have a son who qualifies for funding or you require further information you should make contact with the Director of Education Support and provide copies of any written reports. Further information about funding is also available from the AISV website http://www.ais.vic.edu.au/independent/facts/index.htm
Reporting and Interviews
Access staff require regular and direct contact with parents, therefore a new initiative has been the introduction of Progress Reports followed by an interview each term. This proved to be highly successful when it was trialled in Term 4 2008.
Prior to the end of each term a progress report will be sent home with the student, along with a form to nominate your preferred interview time. This procedure will replace the traditional reports for Access in June and December.
All enquiries should be directed to the Director of Education Support; Mrs Cheryl Harrison
PH: (03) 9810 4317
FAX: (03) 9810 4391
Email: cheryl.harrison@scotch.vic.edu.au
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Updated: Thursday 16 July 2009 © Scotch College 2009