4. Support your mahi (Tātai)

The tools and resources in this section build on the ones in 'strengthen your understanding' section. There will be resources in that section that you can use too as you work with teams to plan supports.

Integrated Tiered Support Model

As you are your teams plan supports to meet the learning and wellbeing needs of ākonga, you will be able to make connections across the tiers.

You may ask yourselves:

  • What strategies and approaches can we plan that will have benefits for all ākonga?
  • How can we improve the participation and belonging of ākonga through inclusive, universal supports?
  • Where more targeted or individualised supports are planned, how are these building on the strong universal practices already in place?
  • Where we have a number of individualised supports in place, what can we notice is common across them that could strengthen more targeted and universal supports?

Planning tools

Supporting change

This grid outlines 7 conditions for effective change. As an LSC you may be part of a team that is planning for change across a school or cluster. Often these type of plans involve a number people contributing to the change. Understanding each of these conditions may help the team ensure that plans are robust, thoughtful and considerate of the varied knowledge, experiences and perspectives people bring to the mahi.  

Adapted from Villa and Thousand (2000)

Clearly articulated and agreed goals can focus the delivery of interventions and action plans. Clear goals can ensure coherence and continuity across different professionals (such as educators) and different settings (such as home and early learning service, school or Māori medium kura). - He Pikorua

Goals and outcomes

Outcomes reflect what teams hope to achieve and help them to know when they have been successful. Outcomes will be dependent on what LSC and the teams have learned through whakawhanaungatanga, kohikohi and āta whakaaro. When planning for universal supports, targeted support, individualised support or for all three, there are useful tips for identifying outcomes:

  • Simple, and easily measured, understood and applied
  • As few as necessary
  • Use existing information
  • Relevant to the learning context 
  • Can reflect change over time
  • Are comparable and repeatable when necessary

Shelley Moore rethinks SMART goals

In Shelley's video she defines SMART goals as:

Strength-based - using strengths to build on next learning steps. Presumes competence 'I can...' 

Meaningful - reflects what's important to ākonga and their whānau 

Authentic - related to everyday activities and routines

Responsive - connected to language, culture and identity 

Triangulated - capturing learning in multiple ways 

Learning support plans

Collaboration for Success guidelines can support LSC working together with kaiako and whānau around learning support planning. Whānau are an integral part of the team. Their contribution and participation is invaluable so you may ask yourselves 'how are our teams ensuring that there is a balance of power - how are whānau playing an equitable part in planning for their ākonga?'

In the guidelines there is a section on setting IEP goals.

The team sets IEP goals that:

  • identify ākonga current strengths and successes across various settings
  • identify and agree on a few clear, achievable, measurable goals that build on current strengths and reflect next learning steps (to a maximum of four or five goals – even having one priority goal is fine)
  • identify a few success criteria for each goal that show what success might look like
  • identify opportunities for the student to engage with new ideas and practise new learning through various tasks and settings
  • initiate ongoing planning to support the achievement of goals, for example, adaptations and differentiations (pg11)

The format of an IEP is not prescribed. There are many models and approaches for developing learner support plans. When thinking about an approach to use you will consider:

  • What is motivating to the team

  • What preserves the mana of ākonga and their whānau

  • What is meaningful and authentic for continued learning and enhanced wellbeing

See IEP Online for more information about the IEP process  and download an example of an IEP template. 


Learning Maps

Learning maps support ākonga, kaiako, whānau and school leaders plan what to change about a learning situation. Ākonga can reflect on and improve their learning situations with the support of kaiako and whānau by drawing pictures of how they see their interactions within learning contexts. They can analyse their 'web of interactions' and plan for changes they would want to see in their learning experiences. 

Learning maps can be:

  • Used with networks of schools

  • Used as strategic plans within a school

  • Used to support individualised plans

Download more information about learning maps

Overview Infinity Learning Maps

PATH

PATH: Planning Alternative Tomorrows with Hope

PATH is a planning tool that has team members start by imagining and then detailing a future that a person or team aspires to. The team then works backward to what they consider should be the first steps towards achieving the future envisioned. When embraced fully, PATH shares the balance of power throughout the team which is culturally responsive.

Everyone's in

 

This tool can support LSC to work alongside individual or groups of kaiako to plan their classroom programme in ways that work for all of your ākonga, from the outset.

It builds on their professional knowledge of inclusive practice within the New Zealand Curriculum (NZC). Inclusion involves working together to know and value every student, and to meet their learning needs.

By using this tool to plan LSC and kaiako will:

  • explore some of the key ideas of Universal Design for Learning and how to improve practice.
  • identify some inclusive teaching and learning strategies to meet the needs of all ākonga.
  • reflect on adaptation and differentiation, and where it fits in their planning.
  • end up with a customised plan of inclusive strategies for teaching and learning.
                                          

                           Click on the image to go to the tool                                                                

Universal Design for Learning

 

The following tools can support you to plan using a UDL framework.


Download key questions to consider when planning lessons.

Download useful tips for developing learning goals.

Downloadstep by step planner

11412 [UDL-thinking-cycle.jpeg]

Six steps in the UDL thinking cycle can help guide teams in the planning process.

These UDL aligned strategies are instructional methods and tools used by kaiako to ensure all ākonga have an equal opportunity to learn.

Reflective Questions:    

  • How are ākonga, whānau and kaiako taking an active role in the planning process?
  • Have we checked we have clearly defined, realistic and achievable goals?
  • How can plans be inclusive of universal, targeted and individualised supports? How do they ensure connectedness and coherence across the tiers?
  • How are the original goals, aspirations and outcomes identified by ākonga, whānau and kaiako reflected in the planning? 
  • How are we drawing on strengths-based and culturally responsive strategies and tools in the planning and next steps? 
  • What additional tools, resources and skills might be needed to support the team to achieve the goals in the plan? 
  • How are we ensuring the ideas and strategies in the plan can be integrated into the everyday interactions, activities and routines of ākonga, whānau and kaiako?

Download PDF with all reflective questions

To access resources and links to 'strengthen your understanding' of tātai click on the tab below.