Professional Documents
Culture Documents
Denise Trewartha
Adaptive Education Coordinator
Table of Contents
Support .................................................................................................................... 11
Support - LSO ....................................................................................................... 11
Support - Speech/Language (JP) ...................................................................... 11
Support - MultiLit .................................................................................................. 12
Support - MiniLit ................................................................................................... 12
Support - TTRS ....................................................................................................... 12
Support - Homework Club .................................................................................. 12
Glossary ................................................................................................................... 18
Online training can be accessed through the link below. Once the training is
complete, a copy of the certificate must be sighted by the appropriate HOS.
(To be completed by the end of term 1)
Process: Complete a registration via the 'Create New Account' link on the
front page of the site to gain access.
http://dse.theeducationinstitute.edu.au/ .
IEP/SSP Documents
All documents are saved on the server. Care must be taken to ensure files
are saved in the correct folders. They must not be saved anywhere else or on
your desktop as multiple people will be working on these throughout the year.
Location of Documents
A hard copy of the complete IEP document, assessments, past IEPs etc is
located in The Hive. These are to be collected in week 0 at the beginning of
each year and must be kept in a safe and secure location in your
room/office. You may wish to leave it in The Hive and access it as and when
required. These documents must be signed in and out to ensure they are
accounted for at all times.
A digital copy of the IEP/SSP can be found in the following location on the
server: Staff - Common - Adaptive Ed - Individual Education Plans - Individual
Education Plans (or look for SSP folder) - Student Name current year
The digital copy will be the only copy with the adjustment and goal review
details from the previous year. This copy is to be used to guide you should
any changes be required for the current year. (See below Setting up the
IEP/SSP for the new year).
Folder Structure
Folder structure must not be changed and is set up as follows:
After identifying the students you are responsible for who are on IEP/SSP.
Step 5 Save/Print
Save on server in the students folder under the current year. Print and place
in the front of the IEP/SSP folder in readiness for parent signature at parent
teacher interviews
Purpose of IEP/SSP
These documents are designed to show how we are supporting students
needs and to provide a history of their progress. They are the most significant
piece of evidence required for the Nationally Consistent Collection of Data
on students with disabilities (diagnosed or undiagnosed) as they provide
evidence of the disability and demonstrate how the level of adjustment is
being provided by the school. All teachers are legally obliged to make
reasonable adjustments for students with disability so they can participate on
the same basis as students without disability.
http://www.schooldisabilitydatapl.edu.au/#additionalresources_1
SSP vs IEP
As the new national system for funding SWD is all about the adjustment level
provided rather than the disability, we may eventually move to one
document. Currently, the difference is that students with a comprehensive
IEP generally require significant adjustments and much closer monitoring,
therefore specific goals are put in place that are reasonable and achievable
for them. The only difference between the two documents is that the SSP
does not have the goals section. Generally, these students are provided with
one of the following levels of adjustment; Quality Differentiated Teaching or
Supplementary.
Disability Category
Disability does not require a formal diagnosis or even acknowledgement of its
existence by the student or their parents/carers to be covered by the DDA
and the Standards. The DDA definition of disability includes; A disorder or
malfunction that results in the person learning differently from a person
without the disorder or malfunction. We can impute a student to have a
disability with enough evidence even though there is no formal diagnosis. It is
imperative that we communicate with parents before we do this. In all cases
the Adaptive Education Coordinator will determine which disability category
a student falls in. Only one category can be selected.
Evidence
Evidence monitoring needs to be uploaded digitally to the server in student
IEP/SSP files for the current year please do not place in hard copy folders. In
2015, because it was our first year under the new national system, we had to
collect 10 weeks of evidence prior to due date for NCCD (August each year).
For a student to be included in the data we require a minimum of 10 weeks of
evidence. As the data collection period is from August to August, evidence
will now be required throughout the year. So, you will be adding evidence of
adjustments provided this year from February to August, which will be in
addition to evidence for the same data collection period from August to
December the previous year. Evidence is stored in the current years folder
and in the appropriate Semesters folder (due to the NCCD dates). You will
then need to provide evidence in Semester 2 folder from August to
December this includes copies of minutes of IEP review meetings and the
review of adjustments and goals.
You will find useful information about evidence in the link below. It is succinct
and will answer all of your questions about what evidence is required. The link
details information on the four categories of evidence required. (Evidence of
assessed individual needs, evidence that adjustments are being provided,
evidence the adjustments have been monitored and reviewed, evidence of
consultation and collaboration)
http://www.schooldisabilitydatapl.edu.au/#doyouhaveevidence_2
The IEP/SSP document has been created in such a way that, if complete, it
contains 80% of the evidence required.
Levels of Adjustment
According to the Standards, an adjustment is reasonable in relation to a
student with disability if it balances the interests of all parties who are
affected. Judgments about what is reasonable may change over time.
1. The below link will take you to a copy of the Adjustment table. Read each
section carefully to determine the correct level of adjustment.
http://www.schooldisabilitydatapl.edu.au/Content/Downloads/level-of-
adjustment-provided-to-the-student.pdf
2. The below link lists questions under each level of adjustment that will help
guide you in choosing the right level of adjustment for each student.
http://www.schooldisabilitydatapl.edu.au/content/downloads/Guidance-on-
Adjustment-Level-selection.docx
Setting Goals
Goals need to be SMARTAR..
By the end of term 1 Tom will be able to recall 70% of the alphabet sounds
and symbols taught when given the Jolly Phonics action cue.
By the end of Term 4, Ben will identify key information in a two-step instruction.
By the end of Term 2, Sally will write her name on 2 consecutive occasions
during daily morning journal activities.
Adjustments to support development of goal:
Sally will be provided with time each morning to practice
She will be given the verbal prompt, Sally write your name.
Sally will also be given hand over hand support until she is competent with
this task.
Imputing Disability
If you have a student that has significant learning needs and you believe they
could be imputed to have a disability, please contact the AE Coordinator to
arrange a meeting.
Support
Support at ELC occurs both within the classroom, through the provision of AE
Learning Support Officers or Teachers, and through specific intervention
programs requiring withdrawal from the classroom.
Support - LSO
R-7 classes are provided with a specific LSO allocated to their year level or
class. The LSO is an integral part of the AE team and their support is critical in
assisting with the provision of an adequate level of support for students with
needs. While much of the time the LSO will be working 1:1 or in small groups
supporting students with needs, they are also there to support other students
in class while you work with the students with greatest needs. This is an
important component of their support as it enables the teacher to ensure that
they are guiding the LSO with appropriate strategies to support the students
with needs as they develop and grow. Regular communication with the LSO
is of utmost importance to ensure that support is targeted and effective. All
LSOs are required to briefly document the support provided to the students
they are working with, which is uploaded by them into the students evidence
folders.
Support - MultiLit
The MultiLit Reading Tutor Program reflects a contemporary approach to best
practice literacy instruction. It caters for students who have not acquired the
basic skills needed to become functional readers and is delivered 1:1 in The
Hive over a 40 minute period. It is suitable from Year 2 Adult. In 2016 our
focus is on Year 3 and 4 followed by Year 2.
A placement test is used to determine if the program suits the specific needs
of a student identified as a struggling reader. Current PAT, NAPLAN and
teacher observations are analysed to help determine access to the program
It is not suitable for all students, particularly students with severe dyslexia.
Support - MiniLit
MiniLit is a Tier-2 intervention program that provides reading instruction for
young struggling readers who have failed to make progress after their first
year of formal schooling.
Support - TTRS
TTRS is a multi-sensory course that teaches touch-typing skills to help improve
reading and spelling. It is especially useful for those students with dyslexia and
dysgraphia. In 2015 we continued to offer TTRS in flexible ways. In 2016, ELC is
dedicating a staff member 3 mornings per week from 8.30 9.00 to guide
students in the beginning stages of the program and provide feedback on
progress. ELC has also provided specific laptops for the program, which has
enabled Adaptive Ed to purchase specific keyboard covers so that students
learn to touch type correctly without looking at the keys.
This will ensure a recommendation wont come as a surprise and it will not
seem like a first response.
Building a picture will occur through collection of data over time, such as;
Running Records, Sight Words, EYA/CELF, Neale Analysis, MultiLit/Spellit
Assessments, Boehm Concepts Test, Maths Assessment Interview, Marie Clay
EYA etc.
When a report comes in (OT, SL, CAP, Psych) the Adaptive Ed Coordinator will
format the IEP. This means basic details, picture and breakdown of key
aspects of the report. We also enter what support has / is taking place.
Teachers are then required to detail the adjustments and goals that take
place in the classroom and are responsible for communicating these with
parents and monitoring progress and effectiveness.
Often we will know who is likely to need an assessment because the student
has been flagged by previous teachers or through monitoring their
assessment data. As the students move through sometimes a teacher will
want more information and thats when a Cause for Concern form is
completed by the teacher and AE step in and do further assessments, look at
history and then decide if an assessment is recommended - sometimes it is just
something that a parent wants to do anyway. (See Appendix 1 for flow chart
procedure for seeking an assessment)
When do I do them?
Term 1 Collated/updated and then IEP meeting at parent teacher interview
Double timeslot required.
Term 3 Review with student and if necessary with parents (otherwise email
parents review)
http://www.schooldisabilitydatapl.edu.au/#step1isthereanadjustment_2
http://www.schooldisabilitydatapl.edu.au/Content/Downloads/level-of-
adjustment-provided-to-the-student.pdf
http://www.schooldisabilitydatapl.edu.au/Content/Downloads/broad-
categories-of-disability.pdf
http://www.schooldisabilitydatapl.edu.au/#step1isthereanadjustment_2
Because they havent personally mastered it and the same structures have to
be put in place, we are constantly feeding them with support. Therefore,
they are less likely to problem solve, to work hard and to put in effort. They
are more likely to ignore the problem (because the teacher will give them the
support structure), and they develop this as a coping strategy (teacher then
becomes the coping strategy.)
Solution:
How do we provide them with evidence that they have mastered a task?
- Differentiation
- Appropriate levels of challenge
Mastery learning and good coping strategies are developed when the work
is set to the right level of challenge. If the task is too hard, if the teacher
needs to highly scaffold, it tells them they cant do it and the anxiety goes up!
It goes up before they enter the class because they know they are going in to
the lesson knowing they can only do it with teacher support. That in itself is
evidence they cant do it. If the task is too easy it is the same no learning
happening disrupt class/get bored/talk to others.
- Anticipating
- Prioritising
- Assessing risk
- Goal setting
- Decision making
- Error checking
- Sticking to plan
- Acting on a plan
- Planning
- Problem solving
- Sustaining attention
- Switching attention
Imputed This refers to the situation where there are reasonable grounds
to believe that a student has a disability but there is not an
official medical diagnosis. For instance a student may exhibit
signs of a learning disability, there may be documentation
about the student that indicates disability, or there may be
direct observations of the student that support this belief. If an
education provider believes that the student has this disability,
the DDA and the Standards cover this student. This also applies
in circumstances where disability is not recognised or
acknowledged by the students family.