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  • Literacy, Learning, Wellbeing & Behaviour | NBSS
    Rapid Plus Reading Intervention Speech Language and Communication TRUGS A Structured Phonics Reading Resource Transition and Transfer Vocabulary Enrichment Programme NBSS Research Language Literacy Learning Research Projects Level 1 Comprehension Strategies Instruction Level 1 Learning Study Skills for All Students Level 1 Reading Programmes in the English Classroom Level 1 Reading and Learning Strategies for All Subjects Level 1 Vocabulary Enrichment Programme Level 2 Developing Writing Skills Story Maker s Chest Level 2 Developing Writing Skills Writing with Wow Words Level 2 Explicitly Teaching Reading and Learning Strategies Level 2 Implementing A Specific Reading Programme ARROW Level 2 Implementing A Specific Reading Programme Corrective Reading Level 2 Implementing A Specific Reading Programme TRUGS Level 2 Rapid Plus Reading Intervention Level 2 Teaching Reading and Learning Strategies Using Flip for Comprehension Level 3 Implementing a 1 1 Reading Programme Catch Up Literacy Level 3 Implementing a 1 1 Reading Programme Toe by Toe Level 1 School wide Support for All Students Level 2 Targeted Support for Some Students Level 3 Individualised Support for a Few Students Publications Resources Contact Us Links NBSS Model of Support Level 1 School wide Support for All Students Positive Behaviour Strategy Team Professional Learning Development Support Literacy Learning Wellbeing Behaviour Level 1 Academic Literacy Language Learning and Study Skills Support Level 1 Social Emotional Literacy and Positive Health Wellbeing Support Solution Focused Thinking Focus Area Level 1 School wide Support for ALL Students Level 2 Targeted Support for Some Students Level 3 Individualised Support for a Few Students Home NBSS Model of Support Level 1 School wide Support for All Students Literacy Learning Wellbeing Behaviour Literacy Learning Wellbeing Behaviour Response to Intervention RtI Students can be supported to achieve and succeed at school by developing Behaviour for Learning Skills Social and Emotional Literacy Skills Academic Literacy

    Original URL path: http://www.nbss.ie/model-of-support/level-1/literacy-learning-wellbeing-behaviour?destination=node%2F20 (2016-02-02)
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  • Links | NBSS
    Working Things Out Speech Language and Communication The ALERT Programme Transition and Transfer Positive Health and Wellbeing FRIENDS for Life Check and Connect Parents Plus and Working Things Out Transition and Transfer Language Literacy and Learning Catch Up Literacy Comprehension Strategies Instruction Rapid Plus Reading Intervention Speech Language and Communication TRUGS A Structured Phonics Reading Resource Transition and Transfer Vocabulary Enrichment Programme NBSS Research Language Literacy Learning Research Projects Level 1 Comprehension Strategies Instruction Level 1 Learning Study Skills for All Students Level 1 Reading Programmes in the English Classroom Level 1 Reading and Learning Strategies for All Subjects Level 1 Vocabulary Enrichment Programme Level 2 Developing Writing Skills Story Maker s Chest Level 2 Developing Writing Skills Writing with Wow Words Level 2 Explicitly Teaching Reading and Learning Strategies Level 2 Implementing A Specific Reading Programme ARROW Level 2 Implementing A Specific Reading Programme Corrective Reading Level 2 Implementing A Specific Reading Programme TRUGS Level 2 Rapid Plus Reading Intervention Level 2 Teaching Reading and Learning Strategies Using Flip for Comprehension Level 3 Implementing a 1 1 Reading Programme Catch Up Literacy Level 3 Implementing a 1 1 Reading Programme Toe by Toe Level 1 School wide Support for All Students Level 2 Targeted Support for Some Students Level 3 Individualised Support for a Few Students Publications Resources Contact Us Links Home Links Links Other useful website links and resources can be found in the following NBSS Publications Useful Web Resources and Sites for Literacy and Learning READ Engage Students with High Interest Low Readability Books Behaviour Support Classroom Best Practice Guidelines Social Emotional and Behavioural Skills Development Useful Websites Comprehensive Integrated Three Tiered CI3T Model of Prevention Visit Site CI3T models are data informed graduated systems of support constructed to address academic behavioural and social domains with an overarching goal of supporting all learners in inclusive environments by maximizing available expertise through professional collaborations among school personnel Lane Kalberg Menzies 2009 This model recognises students multifaceted needs and offers a structure to consider students multiple needs simultaneously in an integrated fashion Department of Education and Skills Ireland Visit Site The Department of Education and Skills website contains information on the work of the Department as well as providing associated linkages to key agencies and bodies in the educational and scientific sectors Dyslexia Association of Ireland Visit Site The Dyslexia Association of Ireland promote awareness of Specific Learning Disability SLD Dyslexia and serves the needs of people with this difficulty Through its 33 parent support groups in local areas they provide information and run out of school facilities workshops for children The site contains valuable information and excellent resources such as Factsheets for Second Level Dyspraxia Association of Ireland Visit Site The Dyspraxia Association of Ireland promots awareness of Dyspraxia in Ireland in order to create a better understanding of the difficulties children and parents face The site contains useful information and tips for teachers Edutopia Visit Site The Edutopia website supported by the George Lucas Educational Foundation provides

    Original URL path: http://www.nbss.ie/links?page=1 (2016-02-02)
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  • Publications & Resources | NBSS
    students academic literacy learning and study skills as part of planned interventions at Levels 1 2 and 3 across Senior and Junior Cycle o6 Using Text Features Comprehension Strategy Poster View Download PDF The NBSS supports schools in developing students comprehension learning and study skills to improve academic progress at Senior and Junior Cycle Comprehension is the essence of reading The development of an effective school wide approach to the teaching of key comprehension strategies making connections questioning visualising inferring determining importance summarising synthesising and self monitoring comprehension can help students become more purposeful active readers and learners The Text Features classroom posters are designed to supplement the teaching of this strategy as outlined in the NBSS teacher resource Comprehension Learning Strategies for All Subjects and the downloadable Reading and Learning Strategy handouts o7 Make Connections Comprehension Strategy Poster View Download PDF The NBSS supports schools in developing students comprehension learning and study skills to improve academic progress at Senior and Junior Cycle Comprehension is the essence of reading The development of an effective school wide approach to the teaching of key comprehension strategies making connections questioning visualising inferring determining importance summarising synthesising and self monitoring comprehension can help students become more purposeful active readers and learners The Making Connections classroom posters are designed to supplement the teaching of this strategy as outlined in the NBSS teacher resource Comprehension Learning Strategies for All Subjects and the downloadable Reading and Learning Strategy handouts o8 Determining Importance Comprehension Strategy Poster View Download PDF The NBSS supports schools in developing students comprehension learning and study skills to improve academic progress at Senior and Junior Cycle Comprehension is the essence of reading The development of an effective school wide approach to the teaching of key comprehension strategies m aking connections questioning visualising inferring determining importance summarising synthesising and self monitoring comprehension can help students become more purposeful active readers and learners The Finding the Main Idea classroom posters are designed to supplement the teaching of this strategy as outlined in the NBSS teacher resource Comprehension Learning Strategies for All Subjects and the downloadable Reading and Learning Strategy handouts o9 Self Questioning Comprehension Strategy Poster View Download PDF The NBSS supports schools in developing students comprehension learning and study skills to improve academic progress at Senior and Junior Cycle Comprehension is the essence of reading The development of an effective school wide approach to the teaching of key comprehension strategies making connections questioning visualising inferring determining importance summarising synthesising and self monitoring comprehension can help students become more purposeful active readers and learners The Questioning to Understand classroom posters are designed to supplement the teaching of this strategy as outlined in the NBSS teacher resource Comprehension Learning Strategies for All Subjects and the downloadable Reading and Learning Strategy handouts p Visualising Comprehension Strategy poster View Download PDF The NBSS supports schools in developing students comprehension learning and study skills to improve academic progress at Senior and Junior Cycle Comprehension is the essence of reading The

    Original URL path: http://www.nbss.ie/publications-resources?page=5 (2016-02-02)
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  • Level 1 Academic Literacy, Language, Learning and Study Skills Support | NBSS
    the skills they will need to pursue further education obtain meaningful employment and engage in the benefits of lifelong learning Hargreaves 2004 points out that learning how to learn is a gateway to enhanced achievement and to the independence in learning that is a crucial developmental skill for students during the secondary years Simply metacognition is thinking about thinking When students are metacognitive they have an understanding of learning in three areas they understand themselves as learners they understand a given task and they understand a variety of strategies and how to use them in a variety of situations Jetton Dole 2004 Research on metacognition particularly in Literacy and Maths Paris Wasik Turner 1991 Schoenfeld 1992 Marzano 2000 makes the case that instruction and support in the control and regulation of thinking processes can have a strong impact on achievement and Adolescent Literacy research Kamil et al 2008 on reading ability points out that it is a key predictor of achievement in Maths and Science Adolescents often need more sophisticated and specific kinds of literacy support for reading the content areas or academic disciplines Lee Spratley 2010 Literacy researchers are increasingly addressing the specific demands of academic disciplines within the post primary curriculum as adolescents often need more sophisticated and specific kinds of literacy support for reading in subject areas or academic disciplines They argue that each subject area presupposes specific kinds of background knowledge about how to read texts in that area and often requires a particular type of reading Gutherie et al 2004 Schoenbach et al 1999 Shanahan Shanahan 2008 Yore et al 2003 Moje et al 2008 Lee Spratley 2010 For example the demands of comprehending scientific text include not only an understanding of cause and effect and sequencing but also additional skills based on scientific reasoning and the ability to evaluate scientific arguments The driving idea behind disciplinary literacy is that knowledge and thinking must go hand in hand and for students to develop literacy in a particular discipline they must grow in these two dimensions simultaneously Therefore reading and learning in each subject area requires a variety of thinking tools that direct students to engage in discipline specific reading strategies As students advance through school they encounter increasing amounts of text technical vocabulary disciplinary discourses and demands for sophisticated text processing These high level reading skills require knowledge of how disciplinary ideas are communicated and how texts in each discipline are constructed NBSS Level 1 school wide academic literacy support aims to provide schools with research validated practices in reading vocabulary writing and oral communication skills as well as thinking learning and study skills development Embedding practices to acquire these skills into all subject areas not only facilitates deep learning and understanding of subject content but also enables students to become effective learners learning how to learn and developing those skills and competencies necessary to achieve and succeed at second level and beyond Disciplinary literacy involves the use of reading reasoning investigating speaking and writing

    Original URL path: http://www.nbss.ie/model-of-support/level-1/literacy-learning-behaviour/academic-literacy-learning-and-study-skills-sup?destination=node%2F128 (2016-02-02)
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  • Level 1 Social & Emotional Literacy and Positive Health & Wellbeing Support | NBSS
    Working Things Out Speech Language and Communication The ALERT Programme Transition and Transfer Positive Health and Wellbeing FRIENDS for Life Check and Connect Parents Plus and Working Things Out Transition and Transfer Language Literacy and Learning Catch Up Literacy Comprehension Strategies Instruction Rapid Plus Reading Intervention Speech Language and Communication TRUGS A Structured Phonics Reading Resource Transition and Transfer Vocabulary Enrichment Programme NBSS Research Language Literacy Learning Research Projects Level 1 Comprehension Strategies Instruction Level 1 Learning Study Skills for All Students Level 1 Reading Programmes in the English Classroom Level 1 Reading and Learning Strategies for All Subjects Level 1 Vocabulary Enrichment Programme Level 2 Developing Writing Skills Story Maker s Chest Level 2 Developing Writing Skills Writing with Wow Words Level 2 Explicitly Teaching Reading and Learning Strategies Level 2 Implementing A Specific Reading Programme ARROW Level 2 Implementing A Specific Reading Programme Corrective Reading Level 2 Implementing A Specific Reading Programme TRUGS Level 2 Rapid Plus Reading Intervention Level 2 Teaching Reading and Learning Strategies Using Flip for Comprehension Level 3 Implementing a 1 1 Reading Programme Catch Up Literacy Level 3 Implementing a 1 1 Reading Programme Toe by Toe Level 1 School wide Support for All Students Level 2 Targeted Support for Some Students Level 3 Individualised Support for a Few Students Publications Resources Contact Us Links NBSS Model of Support Level 1 School wide Support for All Students Positive Behaviour Strategy Team Professional Learning Development Support Literacy Learning Wellbeing Behaviour Level 1 Academic Literacy Language Learning and Study Skills Support Level 1 Social Emotional Literacy and Positive Health Wellbeing Support Solution Focused Thinking Focus Area Level 1 School wide Support for ALL Students Level 2 Targeted Support for Some Students Level 3 Individualised Support for a Few Students Home NBSS Model of Support Level 1 School wide Support for All Students Literacy Learning Wellbeing Behaviour Level 1 Social Emotional Literacy and Positive Health Wellbeing Support Level 1 Social Emotional Literacy and Positive Health Wellbeing Support Level 1 School wide Support for ALL students The NBSS supports schools in developing students social and emotional literacy and positive health and wellbeing skills by planning transition and transfer programmes The findings from the FRIENDS research project give a strong indiction that the programme could make a significant contribution to building resilience and improving emotional wellbeing and educational outcomes for young peopel in Irish schools Preparing students for the new challenges they will experience at second level and teaching them the skills they will need to succeed in their new school helps them adjust socially and emotionally to their new surroundings Though its model of support the NBSS works with schools in developing a continuum of support to address students social and emotional and positive health and wellbeing needs for example by Implementing transition and transfer programmes Explicitly teaching social skills Providing teacher CPD on motivating every learner and using a solution focused approach Implementing the FRIENDS for Life programme a school based positive mental health programme that

    Original URL path: http://www.nbss.ie/model-of-support/level-1/literacy-learning-behaviour/social-emotional-literacy-and-positive-health-a?destination=node%2F129 (2016-02-02)
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  • Solution Focused Thinking | NBSS
    Catch Up Literacy Level 3 Implementing a 1 1 Reading Programme Toe by Toe Level 1 School wide Support for All Students Level 2 Targeted Support for Some Students Level 3 Individualised Support for a Few Students Publications Resources Contact Us Links NBSS Model of Support Level 1 School wide Support for All Students Positive Behaviour Strategy Team Professional Learning Development Support Literacy Learning Wellbeing Behaviour Solution Focused Thinking Focus Area Level 1 School wide Support for ALL Students Level 2 Targeted Support for Some Students Level 3 Individualised Support for a Few Students Home NBSS Model of Support Level 1 School wide Support for All Students Solution Focused Thinking Solution Focused Thinking NBSS Level 1 School wide Support for All Students Looking to strengths and solution focused ideas can offer a set of practical tools and create more of a win win situation Scaling questions are simple and accessible tools that are easy to use and have many applications Solution Focused Thinking The NBSS supports schools in developing solution focused approaches and using solution focused strategies for positive behaviour improvement Solution Focused Thinking The NBSS applies a solution focused approach to its work Solution focused thinking in education can be applied to all aspects of school life from promoting and reinforcing positive behaviour addressing bullying issues to the running of effective meetings By focusing on the positive resources and skills inherent in all schools a solution focused approach can enhance the educational and workplace experience for all members of the school community There are three key principles to working in a solutions focused way If it ain t broke don t fix it Once you know what works do more of it If it s not working do something different de Shazer and Berg 1995 Solution focused thinking or a solution focused approach holds that as problems do not happen all of the time a positive way of working is to discover what is working well and then to do more of it Rather than dwelling on deficits or the history of the problem a solution focused approach looks to the strengths and resources a person team or organisation possess and how these can be applied and used to construct potential solutions From this perspective the focus naturally shifts away from problems and gravitates towards useful solutions As an adaptable approach solution focused principles are now applied across a range of contexts for example health education community and social care sectors as well as the business and corporate sectors Solution Focused Strategies A solution focused approach entails asking effective questions rather than using leading questions such as Why don t you or Have you thought of The following are examples of solution focused questions and strategies Building on success strategies to help people focus on what they re doing well rather than what s going wrong Exception finding asking when a problem or difficulty happens less or less intensely This gives information about what skills and strengths the person

    Original URL path: http://www.nbss.ie/model-of-support/level-1/solution-focused-thinking?destination=node%2F21 (2016-02-02)
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  • Focus Area: Level 1 School-wide Support for ALL Students | NBSS
    Working Things Out Speech Language and Communication Speed Agility Quickness SAQ The ALERT Programme Transition and Transfer Why Try Social and Emotional Literacy Why Try FRIENDS for Life Check and Connect Parents Plus and Working Things Out Speech Language and Communication The ALERT Programme Transition and Transfer Positive Health and Wellbeing FRIENDS for Life Check and Connect Parents Plus and Working Things Out Transition and Transfer Language Literacy and Learning Catch Up Literacy Comprehension Strategies Instruction Rapid Plus Reading Intervention Speech Language and Communication TRUGS A Structured Phonics Reading Resource Transition and Transfer Vocabulary Enrichment Programme NBSS Research Language Literacy Learning Research Projects Level 1 Comprehension Strategies Instruction Level 1 Learning Study Skills for All Students Level 1 Reading Programmes in the English Classroom Level 1 Reading and Learning Strategies for All Subjects Level 1 Vocabulary Enrichment Programme Level 2 Developing Writing Skills Story Maker s Chest Level 2 Developing Writing Skills Writing with Wow Words Level 2 Explicitly Teaching Reading and Learning Strategies Level 2 Implementing A Specific Reading Programme ARROW Level 2 Implementing A Specific Reading Programme Corrective Reading Level 2 Implementing A Specific Reading Programme TRUGS Level 2 Rapid Plus Reading Intervention Level 2 Teaching Reading and Learning Strategies Using Flip for Comprehension Level 3 Implementing a 1 1 Reading Programme Catch Up Literacy Level 3 Implementing a 1 1 Reading Programme Toe by Toe Level 1 School wide Support for All Students Level 2 Targeted Support for Some Students Level 3 Individualised Support for a Few Students Publications Resources Contact Us Links NBSS Model of Support Level 1 School wide Support for All Students Positive Behaviour Strategy Team Professional Learning Development Support Literacy Learning Wellbeing Behaviour Solution Focused Thinking Focus Area Level 1 School wide Support for ALL Students Focus Area Behaviour Outside the Classroom Focus

    Original URL path: http://www.nbss.ie/model-of-support/level-1/focus-area-level-1-examples?destination=node%2F27 (2016-02-02)
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  • Focus Area: Behaviour Outside the Classroom | NBSS
    Strategies Instruction Rapid Plus Reading Intervention Speech Language and Communication TRUGS A Structured Phonics Reading Resource Transition and Transfer Vocabulary Enrichment Programme NBSS Research Language Literacy Learning Research Projects Level 1 Comprehension Strategies Instruction Level 1 Learning Study Skills for All Students Level 1 Reading Programmes in the English Classroom Level 1 Reading and Learning Strategies for All Subjects Level 1 Vocabulary Enrichment Programme Level 2 Developing Writing Skills Story Maker s Chest Level 2 Developing Writing Skills Writing with Wow Words Level 2 Explicitly Teaching Reading and Learning Strategies Level 2 Implementing A Specific Reading Programme ARROW Level 2 Implementing A Specific Reading Programme Corrective Reading Level 2 Implementing A Specific Reading Programme TRUGS Level 2 Rapid Plus Reading Intervention Level 2 Teaching Reading and Learning Strategies Using Flip for Comprehension Level 3 Implementing a 1 1 Reading Programme Catch Up Literacy Level 3 Implementing a 1 1 Reading Programme Toe by Toe Level 1 School wide Support for All Students Level 2 Targeted Support for Some Students Level 3 Individualised Support for a Few Students Publications Resources Contact Us Links NBSS Model of Support Level 1 School wide Support for All Students Positive Behaviour Strategy Team Professional Learning Development Support Literacy Learning Wellbeing Behaviour Solution Focused Thinking Focus Area Level 1 School wide Support for ALL Students Focus Area Behaviour Outside the Classroom Focus Area Code of Behaviour Review Focus Area Expectations Rules and Routines Focus Area Solution Oriented School System Level 2 Targeted Support for Some Students Level 3 Individualised Support for a Few Students Home NBSS Model of Support Level 1 School wide Support for All Students Focus Area Level 1 School wide Support for ALL Students Focus Area Behaviour Outside the Classroom Focus Area Behaviour Outside the Classroom Developing strategies to address behavioural issues that occur outside of class can contribute to improving positive behaviour inside of class The Learning Environmental Checklist available on the resources section of the website is a support for teachers concerned with noting and assessing the quality of the environments in which student learning is taking place It covers a range of factors that may be influencing students behaviour Research emphasises the importance of school wide supports that include proactive strategies for defining teaching and supporting appropriate student behaviours in classroom and non classroom environments The following is a snapshot of the how one school went about implementating supports to improve students behaviour on the corridors The Positive Behaviour Strategy Team gathered staff opinion on student behaviour using the NBSS school questionnaire the results of which identified one area that most staff saw as needing attention behaviour on the corridors Staff recognised that student behaviour outside of class was contributing greatly to the disruptive behaviour inside of class NBSS personnel worked with the whole staff in researching planning and implementating supports to encourage positive behaviour in the corridors In planning these supports the teachers in teams toured the school building with a map in hand and scored out of ten

    Original URL path: http://www.nbss.ie/model-of-support/level-1/focus-area-level-1-examples/focus-area-behaviour-outside-the-classroom?destination=node%2F117 (2016-02-02)
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