2013年3月20日 星期三

Education Bureau Circular Memorandum No. 32/2013 Enhanced Support Services for Students with Specific Learning Difficulties in Reading and Writing

為有讀寫困難的學生提供加強支援服務

分層支援是現時獲廣泛認同為最有效支援有讀寫困難學生的模式。
教師為所有學生提供第一層優化課堂教學,並通過持續評估學生對教學的反應,為那些在學習上有較大困難的學生安排第二層支援(即額外小組輔導),或提供更密集的第三層支援(即個別化輔導)。
The tiered intervention model is widely recognized at present as the most effective approach to support students with specific learning difficulties in reading and writing (SpLD).
Under this model, teachers are to provide quality-first Tier 1 teaching to all students, and then through continuous monitoring of the students’ response to intervention, provide students with greater learning difficulties with Tier 2 support in the form of small group supplemental teaching or more intensive Tier 3 individualized support.

為承接「喜閱寫意:賽馬會讀寫支援計劃」,促進「小學中文分層支援教學模式」持續發展,教育局於2011/12學年開始,展開一項為期五年的計劃,每年支援約40所新加入的小學推行「小學中文分層支援教學模式」。
參與學校在推行分層支援教學模式的三年期間,會獲得教育局專業人員的支援。
專業支援的形式包括與教師進行籌備會議、參與校本課程備課會議、舉行檢討會議及定期舉辦教師培訓工作坊,協助教師把《悅讀‧悅寫意》教材與校本的中文課程結合,以達到優化校本初小中文課程的目的。
計劃並會透過進展性評估和總結性評估檢視學生的學習進度,於學期結束前,識別有需要接受額外小組輔導或個別化輔導的學生。
在參與計劃的第二及第三年,學校與本局支援人員的會議次數會因應學校的需要而調節。
Building on the “READ & WRITE” project and to sustain the development of the Model in primary schools, the Education Bureau (EDB) has launched a 5-year project since the 2011/12 school year. About 40 new primary schools are invited every year to implement the Model.
The EDB professional staff render support to the participating schools implementing the Model in a 3-year cycle.
The professional support comprises participation in the preparatory meetings, school-based collaborative lesson planning meetings and review meetings with the school personnel, and conducting regular professional development workshops for the teachers. The ultimate goal is to support teachers to integrate the resources developed for the Model with the school-based Chinese Language curriculum, with a view to optimizing the Chinese Language curriculum for junior primary students.
The progress of the students in the Project will be monitored through formative and summative assessments. The students in need of supplemental small group or individualized support will be identified at the end of the school year.
The frequency of meetings between the school personnel and EDB professional staff will be adjusted in the second and third years based on the needs of the schools.



教育局通函第32/2013號 為有讀寫困難的學生提供加強支援服務
學校如有意於2013/14 學年加入上述計劃,請填妥附件二的申請表格,並於2013年5月3日或以前傳真至教育心理服務(新界)組(傳真號碼:2639 4897)。

Education Bureau Circular Memorandum No. 32/2013 Enhanced Support Services for Students with Specific Learning Difficulties in Reading and Writing
Schools are requested to bring this circular memorandum to all teachers and supporting professionals (e.g. educational psychologist) for perusal. For schools interested in joining the above Project in the 2013/14 school year, please complete and return the application form in Appendix II by fax (2639 4897) to Educational Psychology Service (New Territories) Section on or before 3 May 2013.


為有讀寫困難的學生提供加強支援服務簡介會

《小學中文分層支援教學模式-教育心理學家指南》及《香港初小學生中文讀寫能力評估(第二版) 》發佈會
(課程編號:SEKG20130026)
日期: 2013年4月22日(星期一)
時間: 上午9:15–11:45
地點: 九龍塘沙福道19號 教育局九龍塘教育服務中心西座四樓演講廳

Briefing session on the Enhanced Support Services for Students with Specific Learning Difficulties in Reading and Writing (SpLD)
cum
Briefing on the “Tiered Intervention Model on the Learning and Teaching of Chinese Language in Primary Schools – Guide to Educational Psychologists” & the “Chinese Literacy Assessment for Junior Primary School Students”(Second Edition)
(Course ID: SEKG20130026).
Date: 22 April 2013 (Monday)
Time: 9:15a.m.–11:45a.m.
Venue: Lecture Theater, 4/F, West Block, EDB Kowloon Tong Education Services Centre, 19 Suffolk Road, Kowloon Tong, Kowloon.

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