Inclusion is not simply about physical proximity. It is about intentionally planning for the success of all students. – Think Inclusive

A multidimensional, systems response to providing cohesive management of supports and resources to proactively address the personal, social and educational needs of all students is recommended. This can be achieved by establishing a Whole-school Student Support Services Team (WSSST) to monitor the implementation and effectiveness of a Multi-tiered System of Supports (MTSS) for both curriculum and behaviour expectations and outcomes.

The WSSST should be supported by:

  • A comprehensive data system that enables monitoring of academic progress and behavioural outcomes
  • Whole-school investment in evidence-based, effective instructional strategies
  • Expectations that classroom practices are aligned with a school-wide, multi-tiered behaviour framework such as Positive Behaviour for Learning (PBL)

A series of steps have been identified to support the implementation of a WSSST:

  1. Establish team members and schedule regular meeting times (recommended fortnightly) – the team should include leadership members, multi-disciplinary/specialist support staff, and teachers
  2. Establish data gathering and analysis processes to review curriculum and behavioural outcomes (consider what data will be used and how it will be recorded and tracked) – recommendations for this can be found here.
  3. Build staff capability – use data and feedback to proactively drive the implementation of MTSS at the classroom level (consider how staff will be supported to increase their capacity to deliver on evidence-based teaching practices including Universal Design for Learning, differentiation, curriculum adjustments and modifications, and positive behaviour supports and classroom management) – refer to the Building Teacher Capability page for suggestions of how this can be achieved.
  4. Develop referral processes to identify students who may not be responding to the implementation of MTSS at the classroom level
  5. Analyse referrals, gather additional data if necessary and collaboratively make decisions about appropriate supports and intervention (the supports and intervention may be related to targeted teacher capability or may be at a whole-class, small group, or individual student level)
  6. Assign a Student Support Services Co-ordinator to collaborate with stakeholders and formulate a plan (evidence-based intervention) – utilising and inquire cycle (see below) and outlining clear roles and responsibilities
  7. Implement the plan (Student Support Services Co-ordinator to ensure fidelity measures and collect evidence of impact)
  8. Review the plan (data and evidence used to review the plan and drive adaptations)
  9. Record actions and monitor outcomes (this may include recording Personalised Planning)

Utilising an Inquiry Cycle:

This content is currently being developed. Check back soon!

Curriculum Supports:

The following graphics provide reference to some of the practices which may occur at each level of the MTSS for curriculum support:

These graphics are currently being developed. Check back soon!

Behaviour Supports:

The following graphics provide reference to some of the practices which may occur at each level of the MTSS for behaviour support:

These graphics are currently being developed. Check back soon!

Complex Support Services:

In some instances, the support and intervention provided by the WSSST does not result in positive changes or impact to a student’s experience or outcomes. If this is the case, it is important to escalate the response to a complex level (the need for complex support services may also be evident upon enrolment).

A Complex Support Co-ordinator is appointed and pulls together a multi-disciplinary team of internal and external stakeholders that are involved in supporting the student. This team also includes the parent, and the student themselves. The team develops a comprehensive and shared understanding of the student and prioritises areas for support and intervention. A complex support action plan is developed which draws on the expertise of all stakeholders, and takes into consideration the voice and vision of the student. The plan is implemented with fidelity, and is evaluated and reviewed on a weekly basis (this timeframe is faded as the student’s experience and outcomes improve).

NB: Support and intervention at this level should still include identified capability development for staff. Clear roles and responsibilities should be outlined in the action plan.