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ADAPTIVE EDUCATION

INFORMATION, GUIDELINES & PROCEDURES

Denise Trewartha
Adaptive Education Coordinator
Table of Contents

Online Training - DSE (Disability Standards for Education) ................................... 3

IEP/SSP Documents ................................................................................................... 3


Location of Documents ........................................................................................ 3
Folder Structure ..................................................................................................... 4
Process for setting up the IEP/SSP for the new year ........................................... 4
Purpose of IEP/SSP ................................................................................................. 6
SSP vs IEP ................................................................................................................ 6
Disability Category................................................................................................ 7
Evidence ................................................................................................................ 7
Levels of Adjustment ............................................................................................. 8
Setting Goals.......................................................................................................... 8
A SMARTAR goal is: .............................................................................................. 9
Examples of Smart Goals .................................................................................... 9
Data inclusion on the IEP .................................................................................... 10
Students of concern not on SSP/IEP ................................................................... 10
Imputing Disability ............................................................................................... 10
New Students or Current Students of Concern ................................................. 10

Whole School Assessment/Data ........................................................................... 10


Database ............................................................................................................. 11

Assessment/Reporting for Students with Disabilities ........................................... 11

Support .................................................................................................................... 11
Support - LSO ....................................................................................................... 11
Support - Speech/Language (JP) ...................................................................... 11
Support - MultiLit .................................................................................................. 12
Support - MiniLit ................................................................................................... 12
Support - TTRS ....................................................................................................... 12
Support - Homework Club .................................................................................. 12

Process for Recommending an Assessment........................................................ 13

THE IEP - FAQ ........................................................................................................... 14


When do I do them? ........................................................................................... 14
What do I write in the diagnosis box? ............................................................... 14
How do I determine the level of adjustment? .................................................. 14
How do we determine the disability category ................................................ 14
What if a student doesnt have a diagnosis but I am doing adjustments and
think they could have a disability? ................................................................... 14
What do we write in the summary for the professional assessment section? 15
Illustrations of practice to support you VIDEO CLIPS ..................................... 15

Appendix 1 AE Procedure for students not meeting expectations ................ 16


Appendix 2- Issues in Secondary Schools for Students with Learning Difficulties
.................................................................................................................................. 17

Glossary ................................................................................................................... 18

Online Training - DSE (Disability Standards for Education)


All staff at ELC are required to complete online training specific to their
teaching role (leadership, primary, secondary, support staff). Under the new
national data collection system, it is critical that staff are acutely aware of
their responsibilities in regard to IEP/SSPs. From this year, funding will be based
on the level of adjustment provided to students with disabilities. It is therefore
imperative that staff use the resources provided to support the NCCD in order
to determine the level of adjustment and that they keep appropriate records
of evidence.

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/ .

You will need to enter a unique Registration Key: sa-ais

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:

Process for setting up the IEP/SSP for the new year


Once you have located the most current IEP on the server, this is the
document you will work on throughout term 1 to set the student up for
success for the current year. MS home group teachers are required to
communicate with all of the students teachers to ensure a collaborative
approach is taken for the support and adjustments provided. At the end of
term 1, this document needs to be signed by parents during parent teacher
interviews. All students with an IEP or SSP will be allocated a double time slot
for their interviews.

After identifying the students you are responsible for who are on IEP/SSP.

- Open copy that was reviewed in term 4 of the previous year


- Save as in 2016 folder
- Change teacher name
- Read previous years review of adjustments and goals on server copy
- Detail support provided for the current year - LSO and/or withdrawal
programs
- Check adjustments page and add/delete as necessary(see below)

Step 1- Obtain Folder


Collect the folders from the Hive and sign it out read through all
documentation.

Step 2 IEP Meeting


For some students, you will need to organise IEP meeting date with parents
prior to parent teacher interviews, particularly any students with an ASD.
Step 3 (In conjunction with Step 2) - Collaboration
Identify which teachers you will need to collaborate with. Inform them of the
students main challenges. Collaboratively work on adjustments page and
goals as needed. (See below for examples of SMART goals and further
information about adjustments.)

Step 4 Level of Adjustment


Discuss/collaborate with main teachers to determine level of adjustment. Use
the table to work this out. Date the IEP.
Website to support you. http://www.schooldisabilitydatapl.edu.au
Go to. Steps for Completing Data Collection

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

Step 6- IEP Meeting


Discuss adjustments that are being provided for their child and document any
input from parents. Parents to sign IEP/SSP document. Upload minutes of IEP
meeting into evidence folder for the appropriate semester. Place signed
IEP/SSP copy in the IEP/SSP folder. Email relevant teachers notes of IEP/SSP
meeting and any follow up required.

Step 7 Principal Signature


Take the document to Principal for signing.

Step 7- Review Goals


Goals must be reviewed every 6 months. Complete review by..

1. Shading appropriate section on goals page


2. Recording changes/suggestions/comments on the bottom of goals
page
3. Documenting any changes or success of adjustments at the bottom of
the adjustments page.
4. Meet with student to review goals
5. Either email review to parents or organize a review meeting.
Individual teachers are responsible for reviewing goals for their subject areas
and uploading evidence of parent/student communication of review.

Step 8 Due Date for Data Collection


Data Collection Due Date. By the end of Week 1 Term 3. Upload completed
evidence checklist to the students file on the server.
Step 9 - Evidence
The Evidence
http://www.schooldisabilitydatapl.edu.au/#doyouhaveevidence_2

assessed individual needs of the student


adjustments being provided to the student to address the disability
this includes support provided within quality differentiated
practice
ongoing monitoring and review of the adjustments
consultation and collaboration with the student and/or parents
and carers or associates.

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.

The IEP/SSP is a working document and should always be accessible and


referred to at parent meetings. Additions can be made to it in future parent
meetings and the document is to be used throughout the year. The teacher
is required to document adjustments/goals and any important information
relevant to the current year. They are also required to provide evidence of
the adjustments and monitoring of goals. The following website provides a
number of resources including legal requirements should you have any
questions around the provision of support required for students with disabilities.

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.

We need to ensure there is enough evidence to support the student's


inclusion in the data collection and evidence to verify the level of adjustment
chosen is being provided. Evidence needs to be in a format that anyone
can open. Email evidence should be either printed and scanned in or copy
and pasted into a word document.

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.

In assessing whether a particular adjustment for a student is reasonable, all


the relevant circumstances and interests should be regarded including:

The students disability


The views of the student and/or their parent/carer
The effect of the adjustment on the student including on their
independence and their ability to achieve learning outcomes and
participate in programs
The effect of the proposed adjustment on anyone else affected
including the education provider, staff and other students
The costs and benefits of making the adjustments
The need to maintain academic requirements of the course or
program.
Links to support you in determining level of adjustment:

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

If you believe the current level of adjustment highlighted needs to change,


please advise the Adaptive Education Coordinator.

Setting Goals
Goals need to be SMARTAR..

Specific rather than broad (What, Why, How?)

Measurable by identifying how the level of progress will be determined

Attainable and Achievable by building on a students existing skill/knowledge

Realistic and relevant to a students level of development

Timely constrained/specific time-bound short goals Agreed upon by all who


are consulted
Reviewed Regularly the short term goals
A SMARTAR goal is:
Specific: Answers the questions
- Who? Name the student
- What? Specific goal that you want them to accomplish
Measurable: The success toward meeting the goal can be measured.
Answers the question
- How?
Attainable: Goals are realistic and can be achieved in a specific amount of
time and are reasonable.
Realistic: The goals are aligned with current tasks and focus on one defined
area; include the expected result.
Time Considerations: Goals have a clearly defined time-frame including a
target or deadline date.
Agreed Upon: To what degree is the parent and the student involved?
Reviewed: Goals must be reviewed and the date needs to be integrated into
the time considerations part of the goal.

Examples of Smart Goals


Bella will greet her teacher by name upon arrival on at least two attendance
days by the end of term 3.

Adjustments to support development of goal:


Teacher will verbally prompt Bella to say hello each morning
Use a visual cue card to help remind Bella to greet the teacher
Develop and familiarise Bella with a simple social skills story regarding
greeting people

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.

Adjustments to support development of goal:


Using the Jolly phonics, continue reinforcing and teaching the sounds and
actions through regular daily practice.
Use concrete material including puzzles, games and iPad apps to
reinforce sound/symbols.

By the end of Term 4, Ben will identify key information in a two-step instruction.

Adjustments to support development of goal:


Teacher will gain Bens attention and prompt him to listen to an instruction
with two important steps
Teacher will state instruction using a visual prompt with fingers to show the
two steps
Teacher will discuss individually with Ben to explain what the two important
steps are.

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.

Data inclusion on the IEP


At the end of each year, LSOs in Year 3, 5, 7, and 9 will add current NAPLAN
data (Band and numerical number) to the IEP and SSP documents. In-school
data collection is not documented on the IEP/SSP. This data is for monitoring
progress, flagging students and for teacher planning.

Students of concern not on SSP/IEP


If you have a student, new or current, that you think requires an IEP/SSP and
doesn't have one, please email me immediately with a completed Cause for
Concern form, particularly new students to the school.

* If you have received a report from a professional, please forward a copy to


me within 24 hours of receiving it.

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.

If your observations suggest a student possibly has dyslexia - please don't


proceed with an assessment before age 7, however, if you have enough
evidence to suggest it, it could be imputed (cognitive). See AE Coordinator.

New Students or Current Students of Concern


If there are students that you believe would fit in under the DDA criteria,
please converse with other teachers to get a broad picture of
observations/adjustments and then make contact with Adaptive Education
Coordinator.

Whole School Assessment/Data


Whole school assessment (PAT) is conducted by teachers towards the end of
Term 3 each year. From 2016 all assessments will be completed online and
will provide immediate results and digital analysis of data. This data is used by
AE to monitor students with needs and to ensure no students slip through
undetected. It will provide valuable information for teacher planning
purposes.
Database
The school now has a comprehensive database which is set up to store all
assessment data on students, including NAPLAN. Teachers are able to
access information in this database. A variety of reports can be generated
from the database and at the beginning of each school year you will be
provided with a class profile. It will include whole school assessment data,
current students on IEP or SSP, their disability, and their levels of adjustments.

Assessment/Reporting for Students with Disabilities


An area we will be working on.

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 - Speech/Language (JP)


In Reception, Speech and Language Support will be provided by a trained
LSO as part of our early intervention measures. The LSO will provide support
for students with significant speech and language needs who have been
identified through screening or assessment undertaken prior to
commencement of school.

Year 1 support for speech/language will be offered in the case of the


provision of a speech and or language assessment and in conjunction with
regular speech/language therapy access outside of school. The LSO will work
in conjunction with external therapists based on their report
recommendations.

While ELC does not provide speech/language support beyond Year 1, we


welcome therapists to the school who wish to work with children during
school hours and will provide a suitable space for them to work in.

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.

MiniLit is a balanced reading program that, across carefully structured and


sequenced lessons, covers sight words, lettersound correspondence,
blending and segmenting (phonics skills) and reading connected text.

Selection of students is based on a number of factors, including but not


restricted to; whole school assessment data, observation and progress.
These discussions and observations are conducted during term 4 of
Reception.

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.

Support - Homework Club


TBA
Process for Recommending an Assessment
Before we recommend an external assessment to a parent, we want to
ensure we have:

a) a history of the child and their progress,


b) documented the support they have received and strategies used
c) documented information that has been shared with parents.

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.

Recommendations for an assessment are made with the Adaptive Education


teacher and the classroom teacher - it is rare for a teacher to recommend an
assessment without Adaptive Ed back up as we want the right kind of report
and for parents not to be wasting money. Exceptions to this are for OT or
Speech Language reports in Reception. The teachers often recommend
these where fine motor and language issues are present.

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)

Students receiving support outside of the classroom or through withdrawal


programs must have written permission from a parent. A child should not
enter this level of intervention without parents being told that the child has
been identified as at risk, advised as to the instructional strategies being
used, and informed of the progress observed. This letter will be sent from
Adaptive Ed.
The purpose of early parent involvement is to foster a relationship where the
parent is engaged and empowered to be an instructional partner.

It should be noted that initial interventions, either through withdrawal


programs or specific and regular 1:1 or small group support in class, serve as a
form of dynamic assessment that will help identify many of the false positives
(children that are not truly "at risk").

THE IEP - FAQ

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)

What do I write in the diagnosis box?


Just a specific diagnosed disability. (e.g. Dyslexia, Dysgraphia, ASD
Asperger/Autism, APD Auditory Processing Disorder, Language Disorder) Do
not include areas they are weak in from reports this goes in the Assessment
section

How do I determine the level of adjustment?


Use the table provided to analyse the student profile, the adjustments
provided to determine the level of adjustments the student is receiving it is
critical you have enough evidence to support your decision.

http://www.schooldisabilitydatapl.edu.au/#step1isthereanadjustment_2

http://www.schooldisabilitydatapl.edu.au/Content/Downloads/level-of-
adjustment-provided-to-the-student.pdf

How do we determine the disability category


Only one can be chosen. If they have more than one diagnosis, it is the one
that is having the most impact/the most adjustments. (While sensory needs
can seem overriding with Aspergers, this is related to having Asperger
syndrome and therefore cognitive)

http://www.schooldisabilitydatapl.edu.au/Content/Downloads/broad-
categories-of-disability.pdf

What if a student doesnt have a diagnosis but I am doing adjustments and


think they could have a disability?
If we are imputing a student to have a disability, first step must be to check
that a student you are making adjustments for fits under a category listed in
the DDA. Then you must have a conversation with parents to discuss the
adjustments you are putting in placed based on observed and school
assessed needs of the student. Ask yourself, is there a functional impact?
Scroll down on the following page to read more about determining imputed
disability.

http://www.schooldisabilitydatapl.edu.au/#step1isthereanadjustment_2

What do we write in the summary for the professional assessment section?


Begin with Chronological age at time of assessment (CA 14.7) followed by
actual diagnosis if there is one. Include results of the areas assessed age
operating at, percentile and details of level or achievement.

CA 10. Auditory Processing, Dysgraphia and Dyslexia. IQ 74 - Borderline to low


average range (7th Percentile), Low Avg to Avg Verbal Comprehension and
Perceptual Reasoning, Borderline processing speed (9th Percentile), working
memory extremely low range (1st Percentile), processing speed borderline to
average (9th Percentile), Reading accuracy 7:1, Comprehension 8:7, Spelling
6:8-7:2

Illustrations of practice to support you VIDEO CLIPS


http://www.schooldisabilitydatapl.edu.au/#illustrationsofpractice_1
Appendix 1 AE Procedure for students not meeting expectations
Appendix 2- Issues in Secondary Schools for Students with Learning Difficulties
These students often have poor ability to assess where they are at. This is
linked to dependency.

- Dependence in learning often they have been so scaffolded that


they see themselves as being better than they are.
- Dont have the capacity to have a realistic assessment of themselves
because someone catches them every time they make a mistake, or,
they were given so much support that they were assessed for the final
product regardless of what supports where put in.
- Inaccurate feedback (constant rewards for low effort - they get the
message that they dont have to do much to get rewarded. **Note: if
there is a high level of mental health issues we need to be careful
- High level of support

We need to focus on developing their executive functioning skills to develop


independence in their learning (see glossary). If we constantly put supports
along the way start them off, give them the website, written feedback after
the first section there will be few opportunities to develop independence.

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.

A change of thinking is required. Not over scaffolding but appropriate


scaffolding of a differentiated task.
Glossary

Executive Functioning Skills (Stop and think skills)

- Anticipating
- Prioritising
- Assessing risk
- Goal setting
- Decision making
- Error checking
- Sticking to plan
- Acting on a plan
- Planning
- Problem solving
- Sustaining attention
- Switching attention

IEP Individual Education Plan


An IEP is an important legal document required for students with
disabilities. It spells out a childs learning needs, the services the
school will provide and how progress will be measured.

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.

LSO Learning Support Officer

MINILIT Meeting Initial Needs in Literacy


MiniLit is a tier 2 intervention program (small group) specifically
aimed at struggling Year 1 readers, but may also be
appropriate for at risk Receptions, and some struggling Year 2
students.

MULTILIT Making Up Lost Time in Literacy


The MultiLit Reading Tutor Program (RTP) caters for students who
have not acquired the basic skills needed to become functional
readers.

NCCD Nationally Consistent Collection of Data


The Nationally Consistent Collection of Data on School Students
with Disability (NCCD) is an annual count of the number of
students with disability receiving educational adjustments to
support their participation in education on the same basis as
students without disability.

On the same basis

This concept is fundamental to ensuring that students with


disability do not experience discrimination. It means that
education providers must make reasonable adjustments when
necessary so that students with disability are provided with
opportunities and choices that are the same or very similar to
those available to students without disability. They may need to
adjust practices, services, policies or procedures. (Note: if we
just expect less of them, need to adjust assessment and possibly
report)

SSP Student Support Plan


For some students and some disabilities, a full IEP is not required.
An SSP is an important document to monitor progress, record
and track adjustments the teacher is making to address a
childs learning needs, and to keep a record of support
provided each year. It ensures each student with a disability is
monitored throughout their school journey.

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