High Needs The Learning Centre at Baradene College is resourced to cater for girls who are eligible for the Ongoing and Reviewable Resourcing Schemes (ORRS) funding. Each girl is part of a homeroom class and goes through the years at Baradene with their peer group, students can choose curriculum options that interest them and will also be able to access an alternative curriculum designed by ASDAN in the near future. They are supported by the professional, experienced staff in the learning centre, school teaching staff and a Special Education Itinerant Teacher (SEIT). Baradene College relies on a collaborative approach to cater for the learning needs of each child. We have an open door policy and are always willing to discuss the changing needs of your child. Each year, ORRS funded girls have two Individual Education Plan (IEP) meetings, this is a chance for the student, family, school, and outside support agencies to plan educational goals. IEP meetings take place in term 1 and 3. Progress reports are sent home in term 2 and 4. Sunnydene School is the Special Education Itinerant Teacher Support Service provider for the Central (Isthmus) Auckland Area. The Service provides a 0.1 (or 0.2) teacher to support ORRS funded students included in regular mainstream classes. Baradene transfers the 0.1 or 0.2 ORRS teacher component to Sunnydene School and in exchange Sunnydene provides a teacher who supports the classroom teacher in some or all of the following ways. Teacher release time to allow teachers time to work with the child and teacher aide or on the child’s educational programme planning, IEP, assessments, meet with GSE members etc. Adapting long term Curriculum plans for the individual child and providing resources to support the planning. Making visual timetable resources and other visuals to support learning and behaviour. Creating resources to support and enhance learning and teaching including worksheet books for Maths and English, Curriculum or topic-based games and visual material. One-to-one teaching with students. Supporting teachers with all aspects of the IEP process including implementing it in the class and keeping progress records. Modeling different teaching techniques with the students for the teacher and teacher aide to observe. Providing information regarding special needs, teaching approaches, assessment tools and available training courses. Behaviour Management techniques – information and training for teacher aides and teachers. Teacher Aide training – in all aspects of the role. Formal observations and feedback to teachers and management. Supporting the child with school community events e.g. school play, camp. Liaising with the team from Group Special Education (GSE). Needs-based Professional Development for Teachers and Teacher Aides.