archive-ie.com » IE » N » NBSS.IE

Total: 216

Choose link from "Titles, links and description words view":

Or switch to "Titles and links view".
  • Parents Plus and Working Things Out | NBSS
    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 Interventions and Projects Behaviour for Learning Social and Emotional Literacy Positive Health and Wellbeing FRIENDS for Life Check and Connect Parents Plus and Working Things Out Transition and Transfer Language Literacy and Learning Home Interventions and Projects Positive Health and Wellbeing Parents Plus and Working Things Out Parents Plus and Working Things Out The Parents Plus Adolescent programme and Working Things Out programme have been developed in partnership with Irish parents and adolescents In 2011 2012 teachers in 14 NBSS partner schools were trained in the Parents Plus and Working Things Out programmes The Parents Plus Adolescents programme is a practical and positive evidence based parenting course designed to support and empower parents to manage and solve behaviour problems to create satisfying and enjoyable family relationships and assist young people to grow up to reach their full potential The programme can be delivered as a general parenting programme targeted at parents who are dealing with the normal ups and downs of bringing up teenagers and also as an intervention targeted at parents whose children are exhibiting specific behavioural emotional and developmental problems Working Things Out is a sister programme to the Parents Plus Adolescents programme The programme contains the personal stories of adolescents who overcame personal problems in their lives such as Bullying School Pressures Conflict with Parents as well as mental health issues such as Anxiety Depression ADHD OCD Self harm and Suicide The stories are illustrated by animation and graphics narrated by young people and backed up by mental health information and handouts for facilitators teachers Working Things Out can be used as a preventative programme to educate adolescents about positive mental health The Parents

    Original URL path: http://www.nbss.ie/interventions-projects/positive-health-and-wellbeing/parents-plus-and-working-things-out (2016-02-02)
    Open archived version from archive

  • Transition and Transfer | NBSS
    schools on the development of transition and transfer and induction resource materials and activites Hargreaves 1996 highlights how transfer is a time of triple transition as students negotiate the move from childhood to adolescence from one institutional context to another and from established social groups into new social relations The NBSS works with schools to develop comprehensive transition and transfer programmes as this move from primary to post primary is a crucial stage in a young person s educational career A large body of research exists that points to how transitions and transfers makes a difference to students progress For example Rudduck et al 1999 point out that the social upheavals of the move to post primary are so preoccupying that it is difficult for students unless the school intervenes in a positive way to focus on the seriousness of learning If students are not helped during the early period of their new school to sustain their excitement about learning and develop individual routines for managing learning then they may have difficulties with progress later The decline in progress and in commitment to and engagement with learning and school can occur not just at the point of transfer from one school to another but also at points of transition within a school from one year to another In Ireland Moving Up The Experiences of First Year Students in Post Primary Education Smith et al 2004 examined the experiences of over 900 students in their first year at post primary school and highlighted how schools can ease the transition to post primary education For example by Developing links with feeder primary schools so that students become familiar with their new school Having an induction day specific personnel such as class tutors and student mentors who act as a buddy for younger students to help students to settle into the new school and progress academically Having effective anti bullying policies and structures to involve teachers and students in decision making within the school in order to bring about a positive school climate the research showed that many first year students reported being bullied by other students Developing greater links between the primary and post primary sectors through common elements of teacher training transfer of information on the curriculum covered co operation in curriculum development and the transfer of good practice relating to teaching methods Providing taster programmes to incoming 1st years Providing a range of subjects with a more practical emphasis to promote student interest in school Monitoring progress and targeting support in the early phase of first year Over one tenth of the students surveyed in the report received learning support in first year However a third of those who did not receive such help would have liked extra support with their lessons Over the last decade much research has focused on the particular needs of early adolescents and on effective teaching and learning in these years of schooling Early adolescence 11yrs 15yrs is seen as a particular phase of development

    Original URL path: http://www.nbss.ie/interventions-projects/positive-health-and-wellbeing/transition-and-transfer (2016-02-02)
    Open archived version from archive

  • Language, Literacy and Learning | NBSS
    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 Interventions and Projects Behaviour for Learning Social and Emotional Literacy Positive Health and Wellbeing 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 Home Interventions and Projects Language Literacy and Learning Language Literacy and Learning The NBSS encourages and supports partner schools to monitor and evaluate interventions initiatives and projects across the three levels of NBSS support Numerous resources to support the development of academic literacy and learning skills are available on the Publications and Resources section of the website The National Behaviour Support Service offers three levels of support to partner second level schools Level 1 School wide Support for All Students Level 2 Targeted Intervention Support for Some Students Level 3 Intensive Individualised Support for a Few Students The NBSS works with partner schools to implement interventions and projects across the three levels of support All work undertaken aims to promote positive behaviour and learning throughout the school by focusing on developing Behaviour for Learning Skills Social and Emotional Literacy Skills Academic Literacy Learning and Study Skills Positive Health and Wellbeing Skills he NBSS model of support draws extensively from Positive Behavioural Interventions and Supports Sugai Horner 2002 Response to Intervention Fuchs Fuchs 2006 and the Comprehensive Integrated Three Tiered Model of Prevention Lane Kalberg Menzies 2009 frameworks The integration of these frameworks offers opportunities to address the behavioural needs as well as the social emotional and academic needs of students effectively with interventions at different levels of intensity and support This problem solving model

    Original URL path: http://www.nbss.ie/interventions-projects/academic-literacy-and-learning (2016-02-02)
    Open archived version from archive

  • Catch Up Literacy | NBSS
    school and behavioural problems Greg Brooks 2007 in his review of What works for pupils with literacy difficulties noted that although good classroom teaching is the bedrock of effective practice most research suggests that children falling behind their peers need more help than the classroom normally provides This help requires coordinated effort and training For some students a tightly focused group intervention will be sufficient to allow them to develop their reading skills and build their confidence to engage more actively in the learning process while other students need intensive and individualised interventions The diversity of student needs learning style teaching style and classroom conditions that exist in any school means that no one right strategy or programme holds the answer to addressing literacy difficulties However using evidence based programmes as ONE element of targeted support can play an important role in a school s repertoire of prevention and intervention supports for students Catch Up Literacy is one of several interventions that NBSS partner schools implement to support reading and literacy skills development other interventions include for example the use of Corrective Reading Toe by Toe Acceleread Accelewrite Rapid Plus Vocabulary Enrichment Bridge to Vocabulary SNIP Literacy programme The Wordsworth programme Spell Write Right among others In 2010 Catch Up Literacy was introduced to partner schools as a NBSS Level 3 intensive individualised intervention for students who were experiencing difficulties with reading Catch Up Literacy intervention has been identified by the UK Department for Children Schools and Families DCSF as an evidence based Wave 3 intervention i e interventions that have been shown to provide effective one to one support for struggling learners It is a structured one to one reading intervention carried out in two 15 minute individual teaching sessions each week It includes elements of word sentence and text level work and where appropriate oral language skills the balance depending on the assessed individual needs of the student The intervention begins with diagnostic formative assessments enabling the teacher to set literacy targets establish individual strengths and identify a focus for effective teaching centered on a book of an appropriate level of difficulty During the two 15 minute sessions per week per student a range of skills strategies and concepts are taught including phonological knowledge visual and aural sight recognition of high frequency words cueing strategies and the links between reading and writing In November 2010 after an introductory session for school leaders NBSS partner schools in Leinster were invited to participate and 37 teachers from 19 schools received Catch Up Literacy training The training covered background and research assessing reading skills and selecting appropriate books delivering the Catch Up Literacy individual teaching session ongoing monitoring Catch Up Literacy training is accredited by the UK Open College Network which provides accreditation services for adult learning and is a recognised UK national qualification awarding body Over half the teachers involved in the NBSS Catch Up Literacy intervention in 2010 2011 undertook this further study To monitor and evaluate the effectiveness

    Original URL path: http://www.nbss.ie/interventions-projects/academic-literacy-and-learning/catch-up-literacy (2016-02-02)
    Open archived version from archive

  • Comprehension Strategies Instruction | NBSS
    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 Interventions and Projects Behaviour for Learning Social and Emotional Literacy Positive Health and Wellbeing 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 Home Interventions and Projects Language Literacy and Learning Comprehension Strategies Instruction Comprehension Strategies Instruction Explicitly Teaching Comprehension Strategies As part of NBSS support partner schools implement research validated strategies approachesand programmes to develop key reading and literacy skills Seven key comprehension strategies are taught using CSI The CSI resources includes Lesson Plans Interactive Digital Texts CD ROM Cooperative Learning Activities with Texts Graphic Organisers Audio CD Student Reflection Journals and Teachers Guide with implementation and assessment support Through the use of short levelled texts teacher scaffolding peer interaction and audio visual support key comprehension strategies are taught Introduction To support students to develop the academic literacy and learning skills needed to succeed at post primary the NBSS looks to the research nationally and internationally on Adolescent Literacy and to the most effective practices and strategies for addressing the literacy needs of all adolescent learners Biancarosa C Snow C E 2006 Blachowicz C Ogle D 2001 Keene E O Zimmerman S 1997 Duke N Pearson D P 2002 Pearson et al 1992 National Reading Panel 2000 RAND Reading Study Group 2002 Pressley et al 1989 Marzano et al 2001 Kosanovich Reed Miller 2010 As part of NBSS support partner schools implement research validated strategies approachesand programmes to develop key reading and literacy skills research validated or evidence based means that a particular programme or collection of practices has a record of success and that there is reliable and valid evidence to suggest that when used with a particular group of students the students can be expected to make adequate gains in literacy achievement For example teachers in NBSS partner schools have explicitly taught comprehension vocabulary fluency writing and study skills or implemented specific literacy and reading programmes such as Corrective Reading Toe by Toe Acceleread Accelewrite Rapid Plus ARROW Spell Write Right Wordsworth SNIP Literacy and the Vocabulary Enrichment Programme One element of NBSS academic literacy support is to enable teachers to explicitly teach specific comprehension strategies In 2012 the NBSS introduced the Comprehension Strategies Instruction CSI resource intervention into several NBSS partner schools Overview Key comprehension

    Original URL path: http://www.nbss.ie/interventions-and-projects/academic-literacy-and-learning/comprehension-strategies-instruction (2016-02-02)
    Open archived version from archive

  • Rapid Plus Reading Intervention | NBSS
    trained in the Catch Up Literacy intervention between 2010 and 2012 One of the challenges raised after implementing the Catch Up literacy intervention by some schools was the issue of time and personnel Rapid Plus is a reading scheme that employs a similar teaching methodology to Catch Up Literacy but can be used with groups of students By introducing Rapid Plus the NBSS hoped to maximise and extend the potential benefits of the training teachers had received through the Catch Up intervention as well as trailing a reading intervention that could be used in a group or small class setting From January to May 2013 five NBSS partner schools implemented Rapid Plus with 51 students in groups of on average four students The table 1 outlines the number of students per group and the number of Rapid Plus sessions each group received during an approximately five month period In additional to these five schools one additional school used the resource from March 2013 with four TY students in one to one sessions The teachers in this school were not trained in the Catch Up Literacy intervention however they found Rapid Plus easy to implement as the guidance provided in the Teaching Guide was clear aNund comprehensive Number of Groups Number of Students per Group Number of session in total Jan May School A 1 group 3 students 10 sessions one per week School B 3 groups 4 4 2 students 10 sessions one per week School C 3 groups 3 3 4 students 12 sessions one per week School D 1 group 4 students 9 sessions one per week School E 4 groups 4 7 4 9 students 10 10 12 9 sessions one per week School F 1 1 session 4 students 4 5 sessions from March The adoption of an approach or programme described as research validated or evidence based does not guarantee reading success for learners Teachers and school management and support services must also evaluate strategies approaches and programmes through the lens of their particular school and setting They need to consider if the approach or programme meets the needs of their students in their setting with the resources they have available for implementation To assist schools in this process the NBSS asked the teachers involved in the Rapid Plus to monitor and evaluate the effectiveness of the intervention Teacher Feedback In May 2013 all teachers involved were asked to complete a questionnaire on implementing the Rapid Plus reading scheme All nine teachers involved returned the questionnaire and what follows is a compilation of their responses Additionally school were asked to submit pre and post standardised reading achievement test scores if gathered Four of the five schools submitted standardised reading achievement test scores What were the benefits of running the Rapid Plus Intervention with students It was very structured and provides reading comprehension and written work It was quite similar to Catch Up but could be used with a larger group It allowed for group discussion and activity The students enjoyed reading aloud and playing a role in the plays Good use of group interaction Step by step instructions extra reading materials and also comprehension and grammar tasks Students improved their reading strategies techniques of reading fluency intonation comprehensive and also their general knowledge through the short stories They analysed text as well as expanding their views about important topics such as friendship peer support decision making fame historical events etc The texts require them to activate their imagination and creativity It complements the Catch Up in literacy very well The books are better in my opinion and less babyish Students liked the books as they are age appropriate and up to date The teacher s manual instructions and worksheet cut down hugely on the amount of time I had to spend preparing the class The girls didn t mind doing the worksheets as they were connected in some way to the text they had just read It is a group intervention so it can be used with a larger number of students than Catch Up Literacy Being part of a group improved their oral communication skills during discussion of books Were there any challenges to running the intervention My group were made up of the weakest readers in first year Therefore it was difficult to get the level right for each pupil s needs I can t think of any except that I only meet with the students for one 35 min period per week more time would be better for continuity with the books Matching reading ages careful planning ahead to match other spelling phonics work with the Rapid Plus work sheets Time In the group of seven they were all volunteering to read the play and there were only four parts Attendance I had a particularly problematic group one left the school and the other permanently in the BSC I replaced them with 2 other students Attendence if missing they could have missed some chapters As I used it in an individual learning situation some parts of the Rapid Plus Intervention was not as effective as it could have been within a small group dialogues argumentative parts of the comprehensive questions What improvements if any did you notice in students reading skills attitude etc They really enjoyed the books One pupil is reading for leisure now and he was a million miles away from this in September They began to understand the value of pre reading techniques such as SQ3R They started to make better attempts at inferential comprehension questions They got more confident reading out loud The students gained confidence the reading ages and ability levels of the group were matched as closely as possible so the students became comfortable with each other and they were more inclined to take risks Initially they were reluctant to sound out an unfamiliar word but quickly overcame this The students enjoyed reading together and discussing what they read I think they looked forward to the

    Original URL path: http://www.nbss.ie/interventions-and-projects/academic-literacy-and-learning/rapid-plus-reading-intervention (2016-02-02)
    Open archived version from archive

  • Speech, Language and Communication | NBSS
    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 Interventions and Projects Behaviour for Learning Social and Emotional Literacy Positive Health and Wellbeing 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 Home Interventions and Projects Language Literacy and Learning Speech Language and Communication Speech Language and Communication The NBSS Speech and Language Therapist works to develop and maximise students speech language and communication needs as well as their learning and socialisation skills Find out more about speech language and communicaton needs in adolescence in this NBSS resource Fostering vocabulary and language growth could form part of a First Year Transition and Transfer programme Language is fundamental to participation in school life academic and social At post primary level the language demands of the classroom increase significantly The NBSS Speech and Language Therapist SLT works with targeted partner schools providing assessment diagnosis intervention and management of speech language and communication needs where appropriate Speech language and communication difficulties can sometimes be hard to identify Some students start post primary school with a known difficulty while others will not have an obvious difficulty A student may have difficulty with language if they find one or more of the following difficult Difficulty understanding long instructions or directions Difficulties understanding what they read Difficulties understanding questions what why when Difficulties understanding verbal explanations information Difficulties explaining themselves Difficulties taking turns in a conversation Only using short unfinished sentences Difficulty with telling stories in the right order Difficulties learning new words Difficulty with eye contact Speech language and communication needs SLCN are

    Original URL path: http://www.nbss.ie/interventions-projects/academic-literacy-and-learning/speech-language-and-communication (2016-02-02)
    Open archived version from archive

  • TRUGS - A Structured Phonics Reading Resource | NBSS
    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 Interventions and Projects Behaviour for Learning Social and Emotional Literacy Positive Health and Wellbeing 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 Home Interventions and Projects Language Literacy and Learning TRUGS A Structured Phonics Reading Resource TRUGS A Structured Phonics Reading Resource Small Group Intervention TRUGS phonic reading games can be used to improve reading and vocabulary skills The structured decodable TRUGS card games combines the professional phonics side of learning to decode print with the fun side of playing card games OVERVIEW Trugs is a structured phonics reading resource to support students who are learning to read The game has been designed for the teaching of discrete daily sessions progressing from simple to more complex phonic knowledge and skills There are four different styles of card games at each of the structured and progressive phonic reading stages There is also an explanation about the teaching of the specific phonic sounds within the Instruction Booklet as well as a clue card containing a shortened explanation for the student to have alongside them to help recall Assessment booklets for monitoring students progress are also supplied TARGET GROUP Two Behaviour Support Classroom teachers have used Trugs alongside other literacy and behavioural interventions with small groups of students in both Junior and Senior Cycles One of the teachers also used Trugs with a 1st year class group as part of a Reading for Pleasure intervention QUANTITATIVE FINDINGS Based on pre and post reading assessments conducted by the teachers in the Behaviour SupportClassroom with six students the following table presents the chronological and pre and post reading ages of those students who received a variety of literacy interventions including Trugs over the course of the academic year Chronological Age Pre Intervention Reading Age Post Intervention Reading Age 15 9 0 10 8 16 11 7 13 4 15 10 8 11 8 14 10 9 11 7 13 9 0 10 1 14 10 1 10 9 QUALITATIVE FINDINGS During an interview the two teacher researchers described the benefits of Trugs in supporting other literacy interventions and building not only the literacy skills of their students but their

    Original URL path: http://www.nbss.ie/interventions-and-projects/academic-literacy-and-learning/trugs-a-structured-phonics-reading-resourc (2016-02-02)
    Open archived version from archive



  •