Libelle Term 3 Week 2

Our Staff Teams Leadership Team Kotuku Syndicate Pukeko Syndicate Tui Syndicate Kakapo Syndicate Kea Syndicate Outreach Team Itinerant team Admin team

Links MOVE International Read more about the MOVE programme. www.move-international.org Cerebral Palsy Guide PECS Makaton Autistic Spectrum Disorder add links here

Notices School Re-opening 15/02/23 School Closure Due to cyclone G 13/02/2023 Parent Update letter 15 August 2022 Parent Update letter 4th March 2022 Parent letter 25 February 2022 Parent Letter level 3.2 11 November Free Vaccinations Level 3 letter Sept 2021 Covid support for family Careres School Closure Due to cyclone G 12/02/2023 Parent Update letter 11 March 2022 Parent Update letter 3 March 2022 Parent letter 20 February 2022 Level 3.1 Sept 2021 Supporting Individuals with Autism through uncertain times Access to food/essential items 24 August 2021 Parent letter and FAQs 28 Feb 2021 School Closure Due to Weather 30/01/2023 Parent Update letter 13 April 2022 Parent Update letter 27 February 2022 Parent letter 13 February 2022 Term 4 Level 3 2021 Parent course by Explore Services Parent letter Level 4 18 August 2021 Parent letter Level 2 5 March 2021

Communication Visual Support Strategies Visual Support strategies refer to the presentation of information in a visually structured manner. These teaching strategies are effective in helping students with autism to understand what is expected of them and how to function appropriately. They support the student's strongest processing area - visual. Visual cues help the learner to focus on the relevant and key information. Visual support strategies help students with autism to learn better and more effectively. These strategies also minimize stress and anxiety by helping students comprehend their environment. Some examples of visual supports or visual communication tools are: real objects; miniature objects; photographs; line drawings; picture symbols; choice boards; activity schedules; daily schedules. There is a hierarchy of complexity in visual supports. The easiest to understand and use are real objects, followed by miniatures of real objects, photographs of the real objects, line drawings, symbols and finally the written word. Intensive Interaction Intensive interaction is an approach to teaching the pre-speech fundamentals of communication to children and adults who have severe learning difficulties and/or autism and who are still at an early stage of communication development. The fundamentals of communication can be characterised as things like: Learning to give brief attention to another person; To share attention with another person; Learning to extend those attentions, learning to concentrate on another person; Developing shared attention into 'activities'; Taking turns in exchanges of behaviour; Using and understanding eye contacts; Using and understanding facial expressions; Using and understanding non-verbal communication such as gesture and body language; Learning use and understanding of physical contacts; Learning use and understanding of vocalisations, having your vocalisations become more varied and extensive, then gradually more precise and meaningful. P.E.C.S.: Picture Communication Exchange System The Picture Exchange Communication System (PECS) is an augmentative communication system developed to help individuals quickly acquire a functional means of communication (Bondy and Frost, 1994).Typically there are six phases to be taught. Phase I Teaches students to initiate communication right from the start by exchanging a single picture for a highly desired item. Phase II Teaches students to be persistent communicators- to actively seek out their pictures and to travel to someone to make a request. Phase III Teaches students to discriminate pictures and to select the picture that represents the item they want. Phase IV Teaches students to use sentence structure to make a request in the form of “I want _____.” Phase V Teaches students to respond to the question “What do you want?” Phase VI Teaches students to comment about things in their environment both spontaneously and in response to a question. Expanding Vocabulary Teaches students to use attributes such as colors, shapes and sizes within their requests. MAKATON Makaton is a system of communication that uses a vocabulary of "key word" manual signs and gestures to support speech, as well as graphic symbols to support the written word. It is designed to help people with learning disability to communicate. Communication using Makaton involves speaking while concurrently signing key words. Makaton uses speech and gesture, facial expression, eye contact and body language. Makaton is based on a selected list of everyday words, such as Daddy, Door, Fall and In. Makaton uses speech together with a sign (gesture) and/ or a symbol (picture) for example: Makaton users are first encouraged to communicate using signs, then gradually, as a link is made between the word and the sign, the signs are dropped and speech takes over. Augmentative and Alternative Communication Augmentative and alternative communication, or AAC, is a term that is used to describe various methods of communication that can help students who are unable to use verbal speech to communicate. AAC methods vary and are personalised to meet each individual's need.

Resource Teacher of Vision What is a Resource Teacher of Vision (R.T.V.) A specialist teacher, employed by BLENZ (Blind & Low Vision Education Network NZ) who assists students who are blind or have a vision impairment. RTVs work closely with teachers, other specialists, and parents to support student's learning throughout school and assist in the transition to life beyond the classroom. Their focus is equity, access, and inclusion. The main aim of the R.T.V. is to improve the student's ability to learn and access the curriculum, so they can meet their potential. This involves… Working closely with teachers to upskill, plan activities and adapt their teaching methods to maximise access to direct & indirect learning opportunities. Identifying and setting up technology and, equipment within the classroom/school environment to allow maximum participation and independence. Planning an liaising with a variety of professionals (e.g O&M, ADL, PT, SLT) to allow access to the Expanded Core Curriculum. Working closely with families and children one to one to support their learning, teach independence skills and specialist skills such as how to read alternative formats Finding, adapting and providing resources to meet the special (tactile) needs of students. Jacqueline Killip is the RTV assigned to Sir Keith Park School. She teaches at SKP on Wednesday mornings.

Our Learning We believe all students can learn and experience success when actively involved in a curriculum which is responsive to their unique needs, strengths and interests. We interpret the New Zealand Curriculum (NZC) through the lens of what is important for our students now and in their future. Programmes of learning and learning activities are planned to meet all aspects of development and education, and include social, emotional, cognitive, physical and communication. Curriculum Delivery Effective teaching and learning programmes is the core business of Sir Keith Park School. We provide functional educational programmes which challenge students to develop their understandings, skills, attitudes and values in ways which are meaningful to them and relate to their everyday lives. Transdisciplinary Team Approach The complex learning needs of our students usually require the combined expertise and knowledge of different professionals. Research indicates that a transdisciplinary team approach reflects ‘best practice’ for successful learning outcomes. The transdisciplinary approach is a framework which enables members of an educational team - teacher, specialists, support staff, students and families - to contribute their knowledge and skills to collaborate with other members, and collectively prioritise and deliver the learning programmes that would most benefit a student. At Sir Keith Park School, specialist input is classroom based and co-ordinated with class programmes. Programmes for learning are supported / developed / monitored / delivered / assessed through a transdisciplinary approach to ensure optimal learning takes place. Parents, teachers, and therapists working together are crucial components in ensuring our students’ learning success.

Our Staff Teams Admin Team Back Office Administrator Pina Mahe Rouruina Tou Exective Officer Caretaker Bernard Coker Groundsman Mbe Strickland

Our Additional Learning Spaces Hall/Gym The hall is used for cultural sessions, senior students lunch breaks, assemblies, and powhiri. It doubles as a gym for fitness and Physical Education programmes. Whare Oranga (House) We have a one bedroom house on site which is ideal for teaching activities of daily living such as: meal preparation laundry house cleaning bed making personal self care. This allows students to learn skills to support activities of daily living in an appropriate setting. Teaching Kitchen Classes use the teaching kitchen for any baking / meal preparation activities rather than their classroom, as this is an appropriate setting in which to learn cooking skills. Sensory Studio The sensory studio has been developed as a specific interactive teaching and learning environment for students who have visual, sensory and multiple impairments. ] Students timetabled to work in this room have a sensory profile, assessment and sensory programme which heightens awareness, increases cognitive arousal and promotes self determination and self-initiated learning. Sensory studio teaching aims to develop the functional integration of visual, auditory, tactile and proprioceptive senses to enhance students’ understanding of the world. Heated Indoor Pool We have a small heated indoor hydrotherapy pool on site. Swimming sessions are planned to successfully combine therapeutic, fitness and/or recreational programmes. Teaching sessions may focus on: Encouraging water confidence Developing water safety skills Individual aquatherapy Learning basic swimming skills A hoist is provided to assist with the placing of heavier, immobile students into the water. Older students and those who have developed basic swimming skills use the local pools at the Moana- Nui-a-Kiwa Leisure Centre.

Social Stories P/E Activities Writing Activities Personal Health care Math Activities Art Activities English Reading Activities

Our Staff Teams Back Class Teams: Pukeko Syndicate Room 2 Abigail Duah Dinah Mauilii Toia Tovia Teacher Teacher Aide Teacher Aide Room 3 Sushi Lata Ivy Owusu- Bemaph Loa Bahmani Teacher Aide Teacher Aide Teacher Waterlea Primary Junior Shelvin Kumar Teacher Nafanua Ati Teacher Aide User Aloa Potaufa Teacher Aide Waterlea Primary Senior Seemal Nair Toakase Lotoaniu Teacher Teacher Aide Teacher Aide Luis Cardenas Room 1 Melanania Nyangani Teacher Teacher Aide Teacher Aide Ienite Leaupepe-Sua Almeera Shah