(gentle music) - We know that teachers make adjustments and we know that teachers know how to differentiate in their classroom. What they do need is assistance with being able to document that, and assistance with being able to moderate that. - So a big part of our professional learning in the last probably 12 to 18 months has been around up skilling the teachers in understanding one, what good evidence looks like, but also what good adjustments are, and how they can have good evidence to reflect the adjustments they're making. - So at the beginning of the year we conducted a moderation session as part of our staff meeting or professional learning after school. Everyone on staff participated. So that included leadership, teachers, just so that everybody knew what was happening and everyone was on the same page. - We now have a NCCD team, which consists of teachers, a learning support coordinator, the principal, and the educational officer, special learning needs. The teachers actually moderate their own evidence and determine the level that they think the student is at. - It's an opportunity where we can have the discussion with the class teacher if we felt that there was some variance there. So we might feel, hmm, not too sure about this level. Can you show me the evidence that helped you make that decision? - The final level of adjustment overall is determined by the NCCD team, the team all looks at the evidence and makes a determination of where they think this child's adjustment level is. The principal overall has the final say, but she's part of that team so she works closely with the team to determine where that level of adjustment is. (gentle music)