Respect Excellence

Magill School

Honesty Responsibility

Student Learning Support

If parents/caregivers have concerns about their child’s development, learning progression, social interactions or behaviour there are a number of different resources that can be accessed:

  • Hearing and vision:  GP, Optometrist, Adelaide Hearing Service-
  • Reading and tracking: Behavioural Optometrist
  • Sensory issues and motor skills: Occupational Therapist
  • Speech and language: Speech Pathologist
  • Behavioural: Psychologist, Child Development Unit, Autism SA

Child Development Unit (CDU)

Child Development Unit Website

The CDU provides a team approach to the assessment and management of children whose development is of concern in two or more areas and to provide support to their families.

Developmental assessment of children with two or more difficulties such as:

  • slow development
  • speech and language problems
  • problems with their physical activities
  • forming friendships with other children
  • sensory processing

Autism SA

Autism SA aims to improve life outcomes for people with ASD by providing and facilitating the very best information, connections, expertise, education, services, support and a strong representative voice for people in our community.

Autism SA Website

GP (Your local doctor)

Through the GP parents/caregivers may be able to access support in a number of ways:

  • A Mental Health Care Plan: Patients receive up to 10 services per calendar year. Rebates under this plan are only available for Occupational Therapy or Psychology sessions where the child is present.
  • Rebates may be available for clients with “Sensory Processing Disorder” (SPD) related to - anxiety, struggle coping with school, obsessive-compulsive behaviour, other behavioural issues, anger management, attention, sleep and self-esteem issues. 
  • Chronic Disease Plan-which can be developed to support such conditions as Asthma and diabetes.
     

At Magill school teachers monitor students through the collection of data and information from a number of different sources:

  • SPAR Test
  • Running Records
  • Lexile Levels
  • Record of Oral Language
  • PAT Maths & PAT R results
  • NAPLAN
  • EALD Levels
  • Teacher data
  • Anecdotal observations
  • Private Assessments
  • Special Needs checklists

Teachers use assessments and the analysis of data to identify students requiring additional support. These students are referred to the Student Review Team. The Student Review Team meets twice a term and has representatives from leadership, early, middle and primary years.

The Student Review Team will help monitor student progress and make recommendations of additional learning support, such as:

  • Continue to monitor
  • Put in place school support
  • Inclusion of students in intervention programs
  • Recommendations to outside agencies
  • External referrals-speech, psychologist

If the Student Review Team suggests a formal referral. Parents will be contacted and referral forms completed this allows for the sharing of student information across agencies. Leadership will then have a pre referral discussion with external support services and provide supporting data on the student. If it is deemed appropriate a referral will then be made to Speech pathologist or psychologist. These support services then will carry out an assessment which could result in one of the following supports being in placed:

NEPs (Negotiated Education Plan)

Students who have been verified with a disability or significant learning need through an assessment with DECD support services will have an NEP.

These plans are reviewed annually together with the Special Education facilitator, class teacher and the parent/caregiver. The purpose of the NEP is to support access, participation and achievement in the curriculum for students with disabilities. The parent or caregiver and the school work together to develop appropriate curriculum based on the Australian Curriculum (AC) framework and the needs of the learner.

Students are designated a level of support which will then be used to either: support children in class, on-to-one, in a small group or through specific intervention programs.

ILPs (Individual Learning Plan)

Students who do not qualify for an NEP but have been assessed and identified as having a specific learning difficulty will have an ILP created. These plans are reviewed annually together with the Special Education Facilitator, class teacher and the parent/caregiver. The purpose of the ILP is to support access, participation and achievement in the curriculum for all students. The parent/caregiver and the school work together to develop appropriate curriculum based on the Australian Curriculum (AC) framework and the needs of the learner

Intervention programs

  • Reception Intervention
    All students in reception undertake The Screen of Phonological Awareness (SPA test) which is a simple and effective screening tool which enables the teacher to determine whether a student is at risk of low literacy outcomes by comparing the results with the performance of South Australian children on a range of phonological awareness tasks. The SPA test, fine motor skill and oral language speech assessments identify students to be involved in the Reception intervention program.
    Students at Magill School are required to undertake the online PAT Reading comprehension (PAT-R) and Maths (PAT-M) tests annually. (The Australian Council for Education Research's Progressive Achievement Tests (PAT) are an Australian, nationally normed series of tests designed to provide objective, norm-referenced information to teachers about students' skills and understandings )
    The results of this test along with teacher assessment records and professional judgment are used to identify students for intervention programs.
  • MiniLit
    MiniLit is an early literacy intervention program for students who have struggled to make adequate progress in learning to read during their first years of schooling. It is designed to be delivered daily, to small groups of four students from Year 1and Year 2 for 40 lessons. There are three main components of each lesson: Sounds and words activities; text reading, and story book reading.
  • MultiLit
    MulitLit is a one-to-one reading program where students work 4 times a week for half an hour on the essential reading components of word attack skills, sight word recognition and reinforced reading in an interactive, highly explicit and structured way.
  • Quicksmart
    Quicksmart is Numeracy program for students in years 4–8. At Magill School the current target group is students in Year 6. The program is aimed at assisting students who have learning difficulties in basic mathematic operations. The program encourages students to become quick in their response speed and smart in their understanding and strategy use. The students work in pairs for 30-minute lessons, three times a week, over a period of 30 weeks. 
  • What’s The Buzz?
    Is a social skills program that is delivered over two terms which encourages students to think about how to make connections with others and to understand the benefits of developing new social skills. There are weekly sessions for students in R-2, 3-5 and the upper primary.

Private Service Providers

Occasionally a student may benefit from therapy beyond what is being supplied by the school-Speech Therapy, Occupational Therapy, Autism SA and Psychology services. 

Parents/carers must complete an Application for private service provision form annually. 

(These can be obtained from the office or by following the link)

This application will be considered by the Student Review Committee which will determine whether it is reasonable for the service to occur during school hours and allocate an appropriate working space. The Student Review Committee meets Monday of Week 3 and 8 of each term.

Any private assessments must be scheduled outside of school hours.

 

If you require further information please contact class teacher or Deputy Principal.

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