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ACSA Webinars
School & curriculum leadership 12

Jessica Colleu Terradas, Teacher - Students at risk, Como Secondary College 

Best practices in literacy and literacy interventions for older struggling students in secondary schools

Wednesday 26 August 2020 7-8pm AEST

    Presenter bio


Como Secondary College's goal is to have educationally at-risk students achieve a functional level of literacy and numeracy in the modern workplace. Since 2013, the College has adopted an explicit Direct Instruction teaching approach using Corrective Reading, Spelling Mastery and Connecting Maths Concepts programs because these incorporate the principles of effective teaching and have been shown to be highly effective in long scale evaluations such as Project Follow Through.

A wide range of formative assessments is also used to track student progress and teaching effectiveness. Como's program has gained a reputation for achieving outstanding improvement in students struggling with literacy and numeracy. A number of students have successfully transitioned into mainstream classes and have gone onto pass the WA Online Literacy and Numeracy Test required for secondary graduation.

Participants will identify the three components of an evidenced-based instructional intervention:
1. screening and identification of at-risk students
2. explicit and direct instruction teaching approaches
3. monitoring progress, including measuring student learning growth and evaluating the intervention

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(from this link you will have the option to register for this session alone or more than one in this topic)

Participants will:
-explore the research underpinning this approach
-develop a deeper understanding of highly impactful teaching strategies to support all students, especially students with learning difficulties
-review the evidence of student progress
-leave with evidence-based recommendations to improve literacy and numeracy outcomes among at-risk adolescents

AITSL Standards addressed:
1.2 Understand how students learn
1.3 Students with diverse, linguistic, cultural, religious and socio-economic backgrounds
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
2.5 Literacy and numeracy strategies
3.3 Use teaching strategies
3.6 Evaluate and improve teaching programs
5.1 Assess student learning
5.4 Interpret student data