Dear Parents and Carers,

We know at the end of the day when you are excited to see your child and hear about their day the conversation can go like this...

Parent: 'How was school?'

Child: 'OK.'

Parent: 'What did you do today?' (Excited, happy tone)

Child: 'Nothing.' (Neutral, end of conversation)

Please know school days are filled with so much learning and engagement across the curriculum it can be hard for your children to tell you about their day. There are some simple tips to help your child share more about the day.

When you ask the question and what question can be key.

Sometimes leaving a break between pick up and chat can help. Some afternoon tea and playtime outside can give your child the break they need after a full day of learning. 

Some families find the dinner table conversation the best time and place and use the '2 Stars and a Wish' style of conversation. Each person at the table shares 2 great things about their day and one wish, which could be a problem or concern, or something that you / they would change if they could.

This is regularly shared on socials, it is a good reference.

I hope you have a happy productive conversation with your children about some of the amazing things they are learning. We'd really like to know what your child tells you they would spend $1000 on for school, and the one thing they would change about school.

Blessings,

Jo

Understanding Our School’s Assessment Tools

As we progress through the school year, I wanted to take a moment to share some insights into the various assessments we use to support your child’s learning journey. At our school, we employ a range of assessment tools to ensure we are meeting the educational needs of every student.

Progressive Achievement Tests (PAT)

The PAT assessments are designed to measure students’ progress in key areas such as reading, mathematics, and science. These tests help us identify each student’s strengths and areas for improvement, allowing us to tailor our teaching strategies accordingly.

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

DIBELS assessments are quick, one-minute measures used from Kindergarten through 8th grade to monitor the development of early literacy skills. These assessments provide valuable data that helps us identify students who may need additional support in reading and ensure that all students are on track to become proficient readers

Direct Instruction Assessments

Direct Instruction assessments include various tools such as progress monitoring, mastery tests, and cumulative reviews.

• Progress Monitoring: These assessments are conducted regularly to track students’ progress in specific skills. They help us make timely adjustments to instruction and provide targeted interventions when necessary. 
• Mastery Tests: These tests are given at the end of a unit or lesson to determine whether students have mastered the material. They ensure that students have a solid understanding before moving on to new concepts. 
• Cumulative Reviews: These reviews assess students’ retention of previously learned material over time. They help reinforce learning and ensure that knowledge is retained and built upon throughout the year. 

By utilising these diverse assessment tools, we aim to create a comprehensive picture of each student’s academic progress and provide the best possible support for their educational journey. If you have any questions about these assessments or how they are used, please do not hesitate to reach out.

Kindergarten's Excursion to Bournda

Ideas for Praying at home with Children

At St Pat's, students participate in daily prayer at key times, such as before breaks and play. Every classroom has a designated prayer space as a focal point in their room. If you would like to engage in meaningful prayer at home with your child, some suggestions of ways to do this might include;

1. Prayer Walks: Take a walk in nature and pray for the things you see around you.
2. Drawing Your Prayers: Encourage children to draw pictures of what they are praying for.
3. Prayer Rock: Have children paint a rock and place it somewhere special to remind them to pray.
4. Bedtime Blessings: Create a routine of saying a special prayer before bed each night.
5. Prayer Journal: Encourage children to write down their prayers and reflections.
6. Prayer Chain: Create a chain with paper links, each link representing a prayer request.
7. Family Prayer Time: Set aside a specific time each day for family prayer.
8. Thankfulness Jar: Write down things you are thankful for and place them in a jar to read later.

Students sharing their class prayer spaces and some of their learning in Religion.

Walking around our classrooms, it is lovely to see all of the beautiful artwork on display. 

Hyperfixation

When an individual (particularly an ADHDer) becomes intensely engrossed in something. Hyperfixations are intense, but do not often endure as long as an Autistic Special Interest. They spark a flurry of interest and ‘dopamine’, often distracting the person from doing other important tasks. ADHD people are more likely to move between different areas of hyperfixation, rather than having one extended interest long term.

Hyperfocus

Highly focussed attention that lasts an extended period of time and is all engrossing. Can occur in conjunction with hyperfixation or Autistic special interest. However, during hyperfocus there is usually direction and goal focus. The entire world can become blocked out and the person may have extreme challenges transitioning to other activities because all their attention is being directed elsewhere at a chemical level. This can lead to difficulties completing usual routines and initiate subsequent conflict with others. However, when supported hyperfocus can be an extremely pleasurable state and an asset for an ADHDer.

Infodumping

Autistic and ADHD people enjoy sharing their interests with others but often get so excited in the process that they may give too much information to the listener all at once (without drawing breath!). The intention is to help the other person feel as much joy about the subject as they do. However, it can be ministerpreted as monologuing and rudeness. This can be sad for Autistic/ADHD, contributing to hiding interests in future to avoid social rejection.  

Interoception 

Interoception refers to the sense of the internal state of one's body. It involves perceiving signals from organs and tissues, such as sensations of hunger, thirst, heartbeat, and proprioception (awareness of the body's position in space). All areas of interoception can be experienced differently for Neurodivergent people, requiring tailored supports.

Sensory Overload

When you’re getting more input from your senses than your brain can sort through and process (very common among Autistic people). Can contribute to significant distress including shutdowns and meltdowns.

Special Interests (AKA SpIns)

“Special Interest” is referred to in the DSM-V TR Autistic diagnostic criteria in a deficit focussed way, emphasising that Autistic people’s interests are ‘restricted, repetitive, atypical’. However, the term Special Interest (shortened to SpIn) has been reclaimed by Autistic communities to celebrate their unusual interests and passions. SpIns are highly focussed interests on a certain topic and are a source of life, passion, and more for Autistic people. SpIns are ESSENTIAL to wellbeing for an Autistic person! Internationally, some Autistic people prefer the word “Passion”, but in Australia SpIn is mostly preferred.

Thanks for reading, Sam, School Counsellor