School teams have the opportunity to work together to ensure they have a thorough understanding of how school culture impacts the capacity of the school as a whole to develop and sustain change in practice.
School teams develop an understanding of the underpinning methodologies of ‘Universal Design for Learning’ and ‘Response to Intervention’ as critical in designing appropriate adjustments/interventions to promote growth and progress for all students.
Teachers collect quality assessment data from a range of sources and the school develops shared understandings of the processes established to identify students with diverse learning needs.
Teachers are asked to consider additional, individualised assessment and observational data when further student information is required.
Teachers analyse the broad range of assessment and observational data collected and develop a detailed student profile with targeted learning goals.
With appropriate data-driven decision-making processes, schools can design learning that is inclusive of all students.
Student progress as a response to an intervention is evaluated, as is the integrity, fidelity and implementation of the intervention or adjustments themselves.