Provide guidance in relation to the role (including Clearer role descriptions and targeted 8 5 the extent to which they are used) and training training for Education Support staff would requirements for Education Support staff to lead to better outcomes for students with optimise the use of this key resource and better disabilities. influence academic and behavioural outcomes of students with disabilities. 6 Principals and teachers are not consistently aware of how and when to most effectively use and support Education Support staff in the classroom and as part of a broader collaborative student support structure. 7 Multi-disciplinary teams are needed to 9 Develop a new collaborative support strength-based and approach to support all students with disabilities, approaches that apply to all which considers Team Around the Learner and children and young people in educational Response to Intervention models. contexts, including evidence-based intervention responses to meet the needs of individuals with additional needs. 8 The existing approach to Individual 10 Develop guidelines on personalised learning and Learning Plans is inconsistent, support planning to assist schools with early cumbersome and fails to adequately identification of, and response to, students with record the progress of individual students. disabilities. These guidelines should consider This is, at least in part, due to the lack of strength- based, person-centred approaches to systemic guidelines on their use and how maximise learning outcomes and the engagement the progress of students with Individual and wellbeing of students with disabilities in Learning Plans should be measured. schools. The guidelines should set out a process to plan and monitor achievement, engagement and wellbeing outcomes for the individual. 11 Develop and trial a new personalised tool that identifies strengths and functional needs for all students with disabilities. 9 There is a lack of accountability and 12 Develop and implement a stronger system of transparency for outcomes for all accountability for outcomes for all students with students with disabilities, including those disabilities that includes improved data quality students supported under the PSD and and data collection, analysis of data, and for the use of targeted PSD funding reporting and transparency. For students this provided to schools. would include measures for achievement,
5 Clearer role descriptions and targeted training for Education Support staff would lead to better outcomes for students with disabilities. 8 Provide guidance in relation to the role (including the extent to which they are used) and training requirements for Education Support staff to optimise the use of this key resource and better influence academic and behavioural outcomes of students with disabilities. 6 Principals and teachers are not consistently aware of how and when to most effectively use and support Education Support staff in the classroom and as part of a broader collaborative student support structure. 7 Multi-disciplinary teams are needed to support strength-based and approaches that apply to all children and young people in educational contexts, including evidence-based intervention responses to meet the needs of individuals with additional needs. 9 Develop a new collaborative approach to support all students with disabilities, which considers Team Around the Learner and Response to Intervention models. 8 The existing approach to Individual Learning Plans is inconsistent, cumbersome and fails to adequately record the progress of individual students. This is, at least in part, due to the lack of systemic guidelines on their use and how the progress of students with Individual Learning Plans should be measured. 10 Develop guidelines on personalised learning and support planning to assist schools with early identification of, and response to, students with disabilities. These guidelines should consider strength- based, person-centred approaches to maximise learning outcomes and the engagement and wellbeing of students with disabilities in schools. The guidelines should set out a process to plan and monitor achievement, engagement and wellbeing outcomes for the individual. 11 Develop and trial a new personalised tool that identifies strengths and functional needs for all students with disabilities. 9 There is a lack of accountability and transparency for outcomes for all students with disabilities, including those students supported under the PSD and for the use of targeted PSD funding provided to schools. 12 Develop and implement a stronger system of accountability for outcomes for all students with disabilities that includes improved data quality and data collection, analysis of data, and reporting and transparency. For students this would include measures for achievement,
PSD-Review-Report.docx