Learning Diversity 

Ensuring the highest standards through evidence

The curriculum at St. FIdelis is personalised, differentiated and scaffolded using the best data available to ensure that each learner maximises their progress across various learning areas. 

Teachers and Leaders work together through an ongoing learning and teaching cycle to support students with diverse learning needs who may require adjustment or support to actively and successfully engage in the curriculum. 

IDENTIFY

Teachers collect quality information from various sources to identify the learning needs of individual students.  

Classroom teachers are asked to identify concerns about a child in their class through their observations, assessment data, and communication with leaders and parents.

Classroom teachers meet with LDL, Principal, Literacy and Numeracy Coordinators to discuss children identified as being at risk - share any relevant information and discuss actions.

FURTHER ASSESSMENT AND DATA ANALYSIS  - 

Consideration is given to selecting the need for further information through Formal and informal assessments. Tier 2 and Tier 3 assessments (Including external providers) may be obtained. 

• Targeted assessment data provide teachers with additional information to further direct adjustments to teaching and learning.
• A broad range of assessment and observational data assists teachers in developing a detailed profile.

Data analysis provides information for Program Support Groups (PSGs) to develop and document targeted instruction (TI) and Personalised Learning Plans (PLPs)

EXPLICIT LEARNING AND TEACHING PROGRAM 

• clearly stated goals are identified with research-based approaches that consider the expertise and resources required for effective implementation by the teacher, ESO and/or parent. 
• A Personalised Learning Plan or Student Education Plan may be used. 

Decisions regarding appropriate teaching strategies are made, and resources to support the implementation are identified, including identifying which staff will work with students on each aspect of the plan.

EVALUATION

The process for evaluating PLP implementation and student progress is documented and time-framed by teachers. 

Through explicit teaching, the student’s progress is monitored, and adjustments to learning and teaching are made to ensure the student’s ongoing success.  

The cycle then begins again. This process is repetitive and ensures we are meeting student needs.