nccd levels of adjustments - sace - training

Version 1: 1 March 2019

NCCD Levels of Adjustments “What the adjustments look like in the learning environment.”

The following documents are to assist staff in:

1. Understanding the definition of an adjustment with the NCCD Model: 1. What is an Adjustment?

2. Differentiating between the Four Levels of Adjustments: 2. Selecting the Level of Adjustment

3. Outlining examples of in-class adjustments within each level: 3. Level of Adjustments – Typical Adjustments

4. Providing feedback on adjustments being provided to individual students: 4. Student Adjustment Feedback Form

5. Collating feedback on Student File SIMON: 5. Uploading Student Adjustment Feedback Form to SIMON


1. What is an Adjustment

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2. Selecting the Level of Adjustment

The collection of data for the Nationally Consistent Collection of Data on School Students with Disability (NCCD) is based on the professional judgement of teachers and school teams about the adjustments provided for students as part of day to day practice. Adjustments are actions taken to enable a student with disability to access and participate in education on the same basis as other students. When schools are determining the inclusion of a student in the data collection, teachers consider:

• the level of adjustment provided to a student to address a disability as defined under the Disability Discrimination Act 1992 (DDA)

• the broad disability category and

• the available evidence of the adjustment that has been made on the basis of a disability.

The evidence will reflect a wide range of practices of teachers and schools in meeting the educational needs of their students consistent with obligations under the DDA, the Disability Standards for Education 2005 and best teaching practice.

For a student to be included in the NCCD, the school must have evidence that adjustments have been provided for a minimum period of 10 weeks of school education (excluding school holiday periods), in the 12 months preceding the census day.

The minimum 10-week period does not need to be consecutive. It can be cumulative and split across school terms in the 12 months preceding the census day.

School principals are responsible for verifying or confirming that there is evidence at the school to support the inclusion of a student in the data collection and reporting levels of adjustment and category of disability. In keeping with best practice, schools should retain relevant evidence of their provisions for students at the school.

Schools are encouraged to consider and discuss the types of evidence available in their setting to support their judgements about the inclusion of students in the data collection.

Schools and teachers make adjustments and provide support for a range of students. Not all adjustments are included in the NCCD.

Educational adjustments made solely for reasons other than disability, for example disadvantage (due to disrupted schooling and/or poverty), are not included in the NCCD.

Students with a disability that has no functional impact on a student’s education should not be included in the NCCD (for example, students who wear corrective lenses due to mild vision impairment).

LEVEL 1

Quality Differentiated Teaching

Practice (QDTP)

LEVEL 2

Supplementary adjustments

LEVEL 3

Substantial adjustments

LEVEL 4

Extensive adjustments

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Students with disability are supported through active monitoring and adjustments that are not greater than those used to meet the needs of diverse learners. These adjustments are provided through usual school processes, without drawing on additional resources, and by meeting proficient-level Teaching Standards(AITSL).

Adjustments are made infrequently as occasional action, or frequently as low level action such as monitoring. These adjustments mayinclude:

• explicit, minor adjustments, including targeted or differentiated teaching, assessments or activities

• specific and relevant teaching strategies to support targeted areas of communication

• active monitoring and supervision, meeting health, personal care and safety requirements through usual school processes

• enabling access to learning through usual school processes (e.g. through a differentiated approach to teaching and learning) and existing facilities (e.g. existing modifications to buildings and learning environments).

Students with a medical condition whose learning and support needs are met through usual processes (e.g. whole-school professional learning) and active monitoring by school staff are included in this category. These students may have a plan in place to support monitoring of their condition. Their identified needs would be subject to close monitoring and review.

Students with disability are provided with adjustments that are supplementary to the strategies and resources already available for all students within the school.

Adjustments occur for particular activities at specific times throughout the week and may include:

• adapted and additional instruction in some or many learning areas or specific activities

• personalised and explicit instruction to support one or more areas of communication

• planned health, personal care and/or safety support, in addition to active monitoring and supervision

• adjustments to enable access to learning may include:

- specialised technology

- support or close supervision to enable participation in activities or the playground.

- modifications or support to ensure full access to buildings andfacilities.

Students with disability who have more substantial support needs are provided with essential adjustments and considerable adult assistance.

Adjustments to the usual educational program occur at most times on most days and may include:

• additional support or individualised instruction in a highly structured manner, including adjustments to most courses, curriculum areas, activities and assessments

• personalised and explicit instruction to support one or more areas of communication

• planned health, personal care and/or safety support or intervention, in addition to active monitoring and supervision

• adjustments to enable access to learning may include:

- specialised equipment

- specific planning for access to activities or facilities

- closely monitored playground supervision

- modification to school environments, such as buildings and facilities

- environmental adjustments to support participation in learning

- provision of specialist advice on a regular basis

- support from specialist staff.

Students with disability and very high support needs are provided with extensive targeted measures and sustained levels of intensive support. These adjustments are highly individualised, comprehensive and ongoing.

Adjustments to the regular educational program occur at all times and may include:

• intensive, individualised instruction or support in a highly structured or specialised manner for all courses and curricula, activities and assessments

• intensive, individualised instruction to support multiple areas ofcommunication

• planned, highly specialised and/or intensive health, personal care and/or safety support or intervention

• enabling access to learning through:

- specialised equipment

- highly modified classroom and/or school environments

- extensive support from specialist staff.


LEVEL 1

Quality Differentiated Teaching

Practice (QDTP)

LEVEL 2

Supplementary adjustments

LEVEL 3

Substantial adjustments

LEVEL 4

Extensive adjustments

Typic

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Quality differentiated teaching practice caters to the needs of a diverse student population. Students at this level do not require the adjustments that are captured in the other

three levels.

Adjustments at this level generally:

• are explicit, albeit minor, adjustments to teaching and school practice that enable students with disability to access learning on the same basis as their peers

• have been made in a school as part of developing or maintaining a culture of inclusion.

Specific examples of adjustments at this level could include:

• adjustments to teaching and learning, such as:

• a differentiated approach to curriculum delivery and assessment that anticipates and responds to students’ learning differences

• personalised learning that is implemented without drawing on additional resources

• adjustments to enable access to learning, such as:

• whole-school professional learning for the management of medical conditions such as asthma, diabetes or anaphylaxis that require active monitoring. This forms part of a school’s general, ongoing practice to equip teachers and education staff with the skills and knowledge to support students’ health need

• building modificationsthatalr eadyexistintheschool and cater for a student’s physical disability where no additional action is required to support the

student’s learning.



• modified or tailored programs in some or many learning areas

• modified instruction using a structuredtask-analysis approach

• separatesupervisionorextra timetocomplete assessment tasks

• the provision of course materials in accessible forms

• programs or interventions to address the student’s social/emotional needs


• the provision of intermittent specialist teacher support

• specialised technology

• modifications to ensure full access to buildings and facilities

• support or close supervision to participate in out-of-school activities or the playground

• provision of a support service that is provided by the education authority or sector, or that the school has sourced from an external agency.

Adjustments at this level generally:

• are considerable in extent

• occur within highly structured situations.



- frequent (teacher directed) individual instruction

- access to bridging programs

- adapted assessment procedures (e.g. assessment tasks that significantly adjust content and/or the outcomes being assessed)

- regular direct support

• adjustments to support communication, such as:

- adjustments to delivery modes

- significantly modified study materials

- adapted assessment procedures (e.g. assessment tasks that significantly adjust mode of presentation and format)

• adjustments to support health, personal care or safety, such as:

- frequent assistance with mobility and personal hygiene

- close supervision in highly structured situations

- the provision of additional supervision on a regular basis


- close playground supervision may be required at all times

- regular visiting teacher or external agency support

- access to a specialised support setting

- essential specialised support services for use of technical aids.



- personalisedmodificationstoallcoursesand programs, school activities and assessment procedures

- intensive individual instruction

- highly individualised learning programs and courses using selected curriculum content tailored to their needs

- learningactivitiesspecificallydesignedforthe student

- the provision of highly structured approaches

• adjustments to support communication, such as:

- provision of much more accessible and relevant curriculum options

- the use of alternative communication modes


- constant and vigilant supervision

- extensivesupportfromspecialiststaff; theuseof highly specialised assistive technology

- the use of technical aids.

Some students may receive their education in highly specialised facilities.

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Through support provided within quality differentiated teaching practice, a student is able to participate in courses and programs at the school and use the facilities and services available to all students, on the same basis as students without a disability.

Examples might include:

• students with medical conditions, such as asthma, diabetes and anaphylaxis, that have a functional impact on their schooling, but whose disability-related needs are being addressed through quality differentiated teaching practice and active monitoring

• a student with a mental health condition who has strategies in place to manage the condition in consultation with medical professionals, that can be provided within quality differentiated teaching practice

• a student with a medical condition or a mental health condition that has a functional impact on their schooling and requires ongoing monitoring but who does not require a higher level of support or adjustment during the period they are being considered for the data collection

• a student who has been provided with a higher level of adjustment in the past or may require a higher level of adjustment in their future schooling.

Students at this level often require support in accessing the curriculum at the appropriate year level (i.e. the outcomes and content of usual learning programs or courses).


• studentswhohaveparticulardifficultyacquiringnew concepts and skills outside a highly structured environment.

The needs of some students at this level may be related to their personal care, communication, safety, social interaction or mobility, or to physical access issues, any of which may limit their capacity to participate effectively in the full life of their school.


• students who require curriculum content at a different year level to their same-age peers

• students who will only acquire new concepts and skills, or access some of the outcomes and content of the usual learning program, courses orsubjects, when significant curriculum adjustments are made to address their learning needs

• students who have limited capacity to communicate effectively

• students who need regular support with personal hygiene and movement around the school.

These students may also have considerable, often associated support needs, relating to their personal care, safety,

self-regulation or social interaction, which also impact significantly on their participation and learning.

Students at this level may be dependent on adult support to participate effectively in most aspects of their school program.

Without highly intensive intervention, these students may otherwise not access or participate effectively in schooling

Many students at this level will have been identified at a very young age and may also:

• have complex, associated support needs with regard to their personal care and hygiene, medical conditions and mobility

• use an augmentative communication system

• have particular support needs when presented with new concepts and skills.

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3. Level of Adjustments – Typical Adjustments

These typical adjustments are prompts designed to assist staff in providing feedback about the level of adjustments provided to a student. They can be used as is or edited depending on adjustment provided by staff member.

Students may be provided with adjustments from more than one level or with no adjustments, depending on the subject or nature of activity. Decisions should consider the functional impact of the adjustments on a student’s schooling.

These documents are to be used in conjunction with 4. Student Adjustment Feedback Form as a way for staff to document, track and provide feedback on adjustments being provided to individual students.

Key information to be recorded:

✓ Student Specific Information (Student Name, Subject Area, Date of Adjustment, Staff Involved)

✓ Level of Adjustment (adjustments can be from more than one level for one student at any given time)

✓ Focus Area of Adjustment:

o Planning

o Teaching & Learning

o Assessment & Reporting

o Environment

o Resources

✓ Frequency (How often is this adjustment provided to a student)

✓ Intensity (Who is involved in providing the adjustment/support)

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LEVEL 1 - Quality Differentiated Teaching Practice (QDTP) Adjustments Students with disability are actively monitored and provided with adjustments that are not greater than those used to meet the needs of diverse learners. Adjustments are made infrequently as

occasional action, or frequently as low level action such as monitoring. Planning

Teaching & Learning Assessment & Reporting Environment Resources

I group students according to educational need.

I build background by linking concepts to students’ background, past learning and key vocabulary.

I provide immediate, specific and constructive feedback.

I use specific seating arrangements to support students.

I integrate technologies, such as notetakers/iPads to support curriculum.

I link new information to background knowledge.

I consider different physical and sensory functional needs in you course/teaching delivery.

I provide multiple opportunities for students to demonstrate what they know to do.

I provide opportunities for your students to move around the room.

I use a task schedule and daily calendar.

I negotiate with students, whenever possible, regarding their requirements.

I modify the complexity of the task to meet different student needs. I use a range of assessment methods.

I provide individual and group seating where appropriate.

The resources that are implemented occur without drawing on additional resources.

I use whole class programs already available for all students within the school to address specific student needs eg: School Wide Positive Behaviour Support

I remind students to use any necessary medical equipment eg: asthma puffer after lunch.

I use the standard reporting format.

I provide a quiet area within your classroom where appropriate.

I use strategies to support the student's organisational skills.

I use questioning strategies to encourage students’ development of critical thinking. I use checklists.

I cater for students’ learning strengths when planning adjustments.

I use a class-based behaviour management plan. I use a portfolio where appropriate.

I provide extra time to complete work tasks. I use a cool down strategy.

I met with parents, guardians or carers to discuss the student's program.

I use basic curriculum visual supports eg: timetables, phonic charts, graphs.

I met with previous teachers to discuss transition.

I use multi-level instructions.

I use a variety of teaching strategies eg: modelling, rephrasing, visual mapping, repetition, chunking.

I use pair/group discussion.

I create the opportunity for student–teacher or student–student discussions.

I link your teaching method to curriculum goals.

I adjust the pace of presentation to support student diversity.

I use cooperative learning groups.

I use transition cues eg: topic changes.

I use preferred activities to motivate students.

I highlight keywords/concepts.

I break down instructions into small steps.

I use pre-teaching of vocabulary and concepts.

I link to real world connections.

I model then prompt students to use equipment properly eg: science equipment, hearing aids.

I allow think time (take-up time) before expecting an answer.

I provide written and/or visual instructions.

I reward students individually.


LEVEL 2 - Supplementary Adjustments Students with disability are provided with adjustments that are supplementary to the strategies and resources readily available to all students within the school. Adjustments occur

for particular activities at specific times throughout the week. Planning


I modify or personalise teaching programs in one or more areas.

I modify the amount and presentation of oral and written information. I set alternative, practical tasks for assessments.

I access assistance to adjust the physical surroundings eg: lighting, furniture positioning.

I use specific classroom equipment eg: pencil grip, positional seat, electronic dictionaries.

I involve the learning and support team in planning eg: learning support coordinator/teacher.

I adjust the amount of workload expectation of the student. I evaluate and provide ongoing feedback on adjustments and academic performance.

The student sits near the door so they can access breaks outside the classroom.

I colour code books and materials for the student.

I use a risk management plan. I limit amount of choice or provide a structured-task analysis. I require time to offer assignments in alternative formats eg: role-play, oral presentation.

I provide supervised accessible safe/quiet areas around the school.

I use personalised, graphic organisers eg: visual representations of task.

I use a health care plan. I develop and use key cues – pictorial/colour coding or tactile. I access support to prepare alternate assignments for individual students.

I provide separate supervised learning areas.

I enlarge print or change font size and line spacing for the student.

I use student specific assessment data to analyse needs.

I assign and train a peer tutor to support the student. I provide individual advanced notice of assignments.

I provide support to enable students to move around the school eg: maps, colour coded signposts.

I support the student by photocopying other notes.

I provide some students with work ahead of time.

I provide separate supervision or additional time to complete work tasks. I provide an individual schedule of assignments.

An additional adult staff member provided to support students.

I use adaptive computer software eg: personalised audio books.

I regularly review and refine personalised adjustments.

I provide course information prior to the commencement of the course where appropriate.

I provide extra time during exams. I use personalised, concrete examples to explicitly teach certain skills.

I prearrange frequent breaks for a student.

I provide a study guide for students with key terms and concepts where appropriate.

I provide a reader or scribe for assessments and exams.

I use supports to introduce changes in routine eg: a personalised social story, advanced warning given.

I collaborate with school/department support staff.

I use a Sound Amplification System (SAS)/FM system. I provide a personalised daily timetable eg: colour coded visual timetable.

I integrate key speech or occupational therapy strategies into your teaching.

I provide access to personalised online versions of course outlines and/or relevant material where appropriate.

I collaboratively plan for the student to move towards independently managing their health care needs.

I organise regular case conferences or student– parent support meetings.

I provide programs or interventions to target self-regulation in class. I use an individual behaviour plan to improve behaviour.

I teach, monitor and review strategies for resilience for students in collaboration with support staff.

I record daily incidences of behaviour eg: student behaviour record on school data system.

Are strategies, which reinforce resilience, embedded in all programs. I use a behaviour-improvement training program. I access support personalised literacy, numeracy and/or language instruction. I use on individualised desk goals and reminders.

I have assistance to monitor behavioural changes that signal a need for time out.

I use develop social stories/scripts to teach personal positive social concepts.

I use targeted individual prompting throughout the school day to address behavioural expectations.

I use a help card/time out/or respite card.

I use personalised picture cues to support the student.

I support the student in appropriately using equipment eg: orthotics, hearing aids.

I use assistive technology to allow access to the curriculum eg: braille computer.


LEVEL 3 - Substantial Adjustments Students with disability who have more substantial support needs are provided with essential adjustments and considerable adult assistance. Adjustments to the usual educational program occur

at most times on most days. Planning


I frequently use one or more support services to develop, plan and implement the curriculum eg: therapists, consulting teachers, school psychologists.

I use an interpreter for the students to access the curriculum. I have daily communication with parents, guardians or carers.

I provide individualised support for movement around the school eg: escort by class teacher/education assistant.

I use assistive technology devices, directed by support staff, to allow access to the curriculum eg: braille writer, speech recognition software.

I regularly meet the school team and/or support services to discuss a student’s individual learning needs.

I allow frequent supervised breaks from work tasks throughout the day. I provide alternative or finely sequenced individualised programming, assessment and reporting.

I provide personal manual support for the student to access all areas of the school environment.

I collaborate with support staff frequently eg: behaviour specialist.

I provide an individualised program, delivered individually or in a very small group for most of the day.

Have you made significant adjustments to the school environment to meet the student’s needs eg: painted boundary markers, adjusted timetables and room access to suit students with restricted mobility, within the last 12 months.

I deliver an intensive individualised behaviour management plan with support that requires additional training.

I access intensive individualised social skills instruction eg: one-on-one task analysed mastery of individual skills.

I use a supervised withdrawal space/low stimulus to support your students’ needs daily.

I regularly collaborate with external agencies.

I use another form of communication eg: augmentative/alternative communication, Auslan, PECS.

An emergency/critical incident plan has been developed as part of a treatment plan.

I use individualised visual/tactile supports for implementing the curriculum most of the time.

I provide trained personnel to enable students to participate in school activities such as school events and excursions.

I provide individualised toilet support most of the time.

I provide individualised feeding support most of the time.

I provide individualised dressing support most of the time.

I use extra personnel to implement strategies such as individual role-play, social stories/scripts, levels of prompting and task analysis to explicitly teach social skills.

I use a support teacher/assistant to break down target skills into one or two stage instructions most of the time.

I use extra personnel to implement a reinforcement schedule to teach targeted skills.

I require support in addition to the classroom teacher to manage a health condition on a daily basis.

I require extra support personnel to implement therapy program goals in the individual education plan.

I use highly individualised strategies including functional behaviour analysis and input from support services to support complex behaviour most of the time eg: self-harm.

I implement strategies with extra personnel to manage sensory input/integration most of the time.

I implement alternative programs with support to suit individualised functional learning needs.


LEVEL 4 - Extensive Adjustments Students with disability and very high support needs are provided with extensive targeted measures and sustained levels of intensive support. Adjustments to the regular

educational programs occur at all times.

Planning Teaching & Learning Assessment & Reporting Environment Resources

I require a very high level of input from support services to collaborate, write and implement the personalised learning eg: special educator, therapists, school psychologist, external agencies.

I deliver an intensive individualised behaviour management plan, with daily support that requires additional training.

I provide frequent finely sequenced individualised assessment and reporting.

I use extra personnel all of the time to ensure a student is fully included in his mainstream environment.

I use highly specialised assistive technology, which requires adult support eg: eye gazing technology, switch access to on-screen keyboards, head tracking.

I collaborate with specialist support staff and therapists daily/weekly.

I provide personally developed, individually delivered work skills/community access programs eg: personal job coach.

I provide alternative ways to assess achievement towards personalised learning goals.

I use a specialised learning environment.

I require extensive support from specialist staff at all times.

I collaborate on teaching and learning strategies with external agency support frequently.

I use intensive, comprehensive individualised instruction in a highly structured manner eg: TEACCH, Applied Behaviour Analysis, discrete trial training.

I use alternative or modified curriculum frameworks to assess student achievement.

I use low stimulus/focus stimulus supervised areas, if required.

I provide highly individualised, specialist and supervised equipment or support to move around and access all the areas of the school environment.

I provide individual/physical prompting, delivered one-to-one by an extra staff member, pervasively throughout the day.

I use a supportive fully supervised support area to assist in de- escalating/calming a distressed student.

I use individually delivered concrete materials to implement the curriculum one- on-one all of the time.

I use a full time oral interpreter (eg Auslan or Makaton interpreter) for all activities.

I provide an individually delivered alternative curriculum eg: functional/life skills program.

I provide medically prescribed diets, with support.

I use alternative methods of communication eg: Auslan, Braille, augmentative/alternative communication, requiring extensive support from specialist staff all the time.

I develop, monitor and review extensive individualised strategies for resilience in collaboration with specialist support staff.

I use specialist support staff to deliver simplified instructions throughout the day.

I use personally delivered intensive reinforcement schedules eg: every 1–3 minutes.

I use intensive, highly individualised instruction to support multiple areas of communication on an ongoing basis.

I have an intensive individualised risk management plan that requires extra personnel and additional training.

I have an intensive individualised health care plan that requires extra support and additional training.

I include highly individualised daily self-care strategies eg: toileting, hygiene, eating, dressing.

I use approved crisis intervention strategies, requiring extra personnel support.

I require one-on-one physical support for the student to access learning activities all of the time.

I use highly individualised strategies such as functional behaviour analysis and input from support services to support complex behavioural therapy for a student with mental health needs all of the time.

I access additional trained support pervasively throughout the day to manage a health condition.


4. Student Adjustment Feedback Form

This feedback form is to be used by any staff member who has made an adjustment for a student. The adjustment may be once-off or ongoing, either way and

adjustments must be tracked on the Feedback Form.

An adjustment is an action taken to enable a student with a disability (physical, cognitive, sensory, social/emotional) to access and participate in education on the same

basis as other students.

Key information to be recorded:

✓ Student Specific Information (Student Name, Subject Area, Date of Adjustment, Staff Involved)

✓ Level of Adjustment (adjustments can be from more than one level for one student at any given time)

✓ Focus Area of Adjustment:

o Planning

o Teaching & Learning

o Assessment & Reporting

o Environment

o Resources

✓ Frequency (How often is this adjustment provided to a student)

✓ Intensity (Who is involved in providing the adjustment/support)

Using the Student Adjustment Feedback Form:

1. Access the Feedback Form via SIMON Forms, ‘Download’ and ‘Save As’ the Form for ALL students you are providing adjustments for, as follows:

http://simon.stpatstech.sa.edu.au > SIMON > STAFF RESOURCES > STUDENT SUPPORT > Student_Adjustment_Feedback_Form (word document) >

DOWNLOAD > SAVE AS: “lastname_firstname_teacherlastname_year_Student_Adjustment_Feedback_Form”

2. One Student Adjustment Feedback Form per student per staff member (if you teach the same student in more than one subject area – all adjustments can be

documented on that Student’s Feedback Form)

3. Collate all adjustments as they occur – update your Feedback Forms electronically per lesson or per week (adjustments should be entered in chronological order so

progress of student can be tracked)

4. Staff are responsible for updating information by Term (Feedback Forms and adjustments will be used as a point of discussion at Trade Group Meetings to discuss

student progress and with Student Support Team to identify in-class support)

5. Individual adjustments to be collated on SIMON at end of each Term (Student Adjustment Feedback Forms to be uploaded by Staff Members at the end of each Term

to individual student file on SIMON see 5. Uploading Student Adjustment Feedback Form to SIMON)

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http://simon.stpatstech.sa.edu.au/



Student Adjustment Feedback Form Student Name: Term:

Subject

Area

Date of

Adjustment

Staff Member/s Involved L

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reporting Le

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l Environment

Le

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Frequency

Intensity


EXAMPLE:

Student Adjustment Feedback Form Student Name: Term:

Subject

Area

Date of

Adjustment

Staff Member/s Involved L

ev

el

Planning

Le

ve

l Teaching

Le

ve

l Assessment and

reporting Le

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l Environment

Le

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Frequency

Intensity

Maths 6/2/19 IMBROGNO & SWIDERSKI

2 I negotiate with students, whenever possible, regarding their requirements.

I use a variety of teaching strategies eg: modelling, rephrasing, visual mapping, repetition, chunking.

6/2/19 - How is St Pat’s so far - What support do you require?

With student 1:1

6/2/19 IMBROGNO RUSSO SWIDERSKI

3 I regularly meet the school team and/or support services to discuss a student’s individual learning needs.

6/2/19 – following email from parent

Collaboration with parents and staff

Research Project

18/2/19 IMBROGNO 2 I use multi-level instructions. Lesson 3/4 - Example of mind map - what is a mind map

1:1

I break down instructions into

small steps.

I provide written and/or

visual instructions.

Cross Dis 18/2/19 IMBROGNO 2 I provide extra time to complete 3 I access intensive 2 I use a task schedule and daily 2 I support the student by Every lesson - Write list of step-by-step instructions and highlight what step Nick is up to

1:1

work tasks. individualised social skills calendar. photocopying other notes.

instruction eg: one-on-one

task analysed mastery of

individual skills.

Student Support

22/2/19 IMBROGNO 2 I met with parents, guardians or carers to discuss the student's program.

22/2/19 – Email from TMC

Parent Collaboration

22/2/19 – Phone call to Father (follow up meeting in 4 wks)

2 I met with previous teachers to discuss transition.

Cross Dis & Research Project

25/2/19 IMBROGNO 2

I integrate technologies, such as notetakers/iPads to support curriculum.

Every lesson / literacy task Installation of Read&Write App

1:1

Cross Dis 4/3/19 IMBROGNO 2 I support the student by photocopying other notes.

Literacy rich tasks

Instead of amounts of writing on website – text is chunked and dot pointed with key works highlighted and definitions provided

2 I use adaptive computer software eg: personalised audio books.

Read&Write App 1:1

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5. Uploading Student Adjustment Feedback Form to SIMON

For a student to be included in the NCCD:

• the school must have evidence that adjustments have been provided for a minimum period of 10 weeks of school education (excluding school holiday periods) in the 12 months preceding the census day.

• The minimum 10-week period does not need to be consecutive.

• It can be cumulative and split across school terms in the 12 months preceding the census day.

Individual adjustments to be collated on SIMON at end of each Term using the following procedures:

1. Open the ‘Student Adjustment Feedback From’ for the student you would like to upload information on

2. Update all Adjustments as per 4. Student Adjustment Feedback Form

3. SAVE document as: studentlastname_studentfirstname_term_year_subject/s

4. Open SIMON HomePage

5. Go to Profiles > Student Profiles > Search Student Last Name > Open student profile

6. Go to STUDENT NOTES > New Note >

Category: “Learning Needs & Strategies”

Access: “General”

Title: “Adjustments - Term _, Year _, Subject “

Details: “Teacher’s Name”

7. Click SAVE

8. Open note you just created by clicking on it in “View Notes”

9. Select Add Document > Add Files > select PDF Student Adjustment Feedback Form > Start Upload > Exit

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nccd levels of adjustments - sace - training

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