Schools Plus
- Up one level
- The Schools Plus Framework
- Planning for curriculum differentiation
- Assessment and reporting
- Collaborative planning
- Facilitating communication
- Developing social competency
- Planning for health care
- Planning for mobility and positioning
- Toileting hygiene management
- Meal-time management
- Planning for self regulation
- Developing resilience and mental health
Assessment and reporting
For the accurate documentation and reporting of student achievement it is essential that the teacher:
Level of Adjustments 1
Use a variety of class based assessment tools to monitor, evaluate and report on individual student achievement. Eg., data analysis and student self-reflection, 3-Way Conferences, learning journeys, assessment guides and system mandated assessments.
Level of Adjustments 2
Use analysis of class based and prescribed system assessments to inform teaching and report to parent/carer on student achievement, including curriculum access issues at the point of concern. Eg., Literacy Net, Numeracy Net, WALNA data.
Level of Adjustments 3
Use class based and prescribed system assessments. Provide a range of student accommodations for class based assessments (e.g. additional time and oral assessment) to accurately demonstrate student outcomes. Eg., report curriculum access issues at the point of concern with a documented plan as appropriate.
Level of Adjustments 4
Modify individualised, class and school based assessments to accurately demonstrate student outcomes. Eg., review documented plans and transition reports as appropriate.
Level of Adjustments 5
Develop alternative assessments to reflect individualised objectives and content. Develop individual record keeping to accurately record student progress. Individualise reporting which may include a structured communication process. Eg., adapt reporting process to reflect individualised program priorities.
