When you click the PPSD button, you'll notice it takes you inside the student's plan. Four key areas of the plan align with the four key elements of the personalised learning process, and the four key areas of evidence required to include a student in the Nationally Consistent Collection of Data or the NCCD. These four key areas are Consultation and Collaboration, Assessed needs, Adjustments and Monitoring and Review. Careful completion of these four tabs will help schools to meet the legislative requirements under the Disability Discrimination Act and the Disability Standards for Education.

Navigation tools

Record Editing and Update

A record editing process was created to ensure proper record updates by multiple users and prevent data loss. This means each record is locked for editing and data saving by a single user, temporarily preventing other users from accessing and updating it.

Student plan record editing

To enter or update information in a student's record, the user must unlock the record by clicking the "Edit Plan" button.

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This action blocks other users from updating the same record. Once the information has been updated, the user must click the "Finish Editing Plan" button.

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Locking student plans

If a user is using a plan, the system will display a message indicating that this record is locked.

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Whenever a user who has the record locked makes updates, the users who are viewing this record will receive this message:

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Releasing locked student plans

Likewise, when the user who has the record locked releases it, the users who have this record open will receive this message.

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When a user has multiple locked student plans, they can be unlocked using the "Plans locked by me" button.

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By clicking this button, a window will open showing the different plans that are locked by you. To release or unlock these plans, use the "Unlock Plan" button.

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Archiving records

The record archiving functionality allows users to view an updated version of a plan without deleting its history. A record is archived by clicking the archive icon in the row of the grid that corresponds to that record.

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The archived record will not be visible unless the "View Archived" filter button is activated.

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Archived records are identified through the restore button, which unarchives them and enables their visibility.

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This option is currently available in Planning Meeting Details, Details of Support Personnel, the Transition sections in the Consultation and Collaboration tab, Internal and External Assessments sections in the Assessed Needs tab, and Delivery of Adjustments grids in the Adjustments tab.

Navigation bar

A navigation bar is designed to provide quick and direct access to the various sections within the tabs.

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Select a section in the navigation bar, and the system will quickly locate the chosen section.

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This slide box hides or shows the navigation bar:

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Save button

The Save button allows users to manually store updated information in the record. When the button is green, It indicates that the record contains new information that has not yet been saved.

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However, there is a reminder mechanism designed to prevent data loss. If you, as a user, switch tabs (e.g., from Assessed Needs to Adjustments), the system will display a message notifying you.

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Similarly, if you attempt to close the browser, the system will warn you that your changes have not been saved.

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Help button

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The Help button allows users to navigate to two support tools for system usage:

• PPSD Training Material. It drives you straight to a video demonstrating how to use the system.

• PPSD/NCCD Information. This is a link to the document that you are currently reading.

Personalised Learning and Support Framework

The Personalised Learning and Support Framework ensures tailored student assistance through Consultation And Collaboration, where teachers and families identify goals, strengths, and support needs. The Assessed Needs process pinpoints barriers to learning, guiding the development of Adjustments that promote equitable participation in all school activities. Ongoing Monitoring And Review ensure that interventions remain effective and responsive to students’ evolving needs.

Consultation and Collaboration

Planning Meeting Details

The Consultation and Collaboration tab starts with the details of the planning meeting. The historical text is the first thing you'll notice in the 'Planning Meeting Details' section. It's been named 'Summary of historical data'. When you click on this row, you'll be able to see the last planning meeting entry from the old plan; however, when you scroll down through the 'meeting summary', you'll be able to see all of the text or meeting details that were included in the old plan.

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All of the meetings for students will now be entered separately. This will make it easier to track meetings and store your evidence of consultation and collaboration.

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Let's now take a look at how to create a new meeting entry. After click on Edit Plan button, simply click on the green button 'add new record' and enter the date of the meeting.

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You can then indicate the purpose of this particular meeting. Keep in mind that a meeting can have multiple purposes. For example, it may be a consultation meeting to discuss the student's goals and adjustments, but it might also be a chance to review how the student responds to the current goals and adjustments.

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In this instance, you'd select 'Consultation - Goals And Reasonable Adjustments' and 'Monitoring & Review Impact Goals & Adjustments'. It's really important to carefully consider the purpose, as this will be indicated for quick reference in the grid. Any meeting purpose relating to 'Monitoring & Review' will automatically appear in the 'Monitoring and Review' tab as read only.

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You then select the type of meeting from the drop-down menu. You'll notice that there are a few options to choose from here. The 'Meeting summary' is a free text box to record any key items from the meeting.

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This might include a summary of the meeting's outcomes and/or some action items for follow-up. We encourage you to continue storing the full meeting notes in your Student Management System. If you are from a diocesan school, your NCCD leaders may provide further guidance on storing meeting notes. The next step is to enter the details of those who attended the meeting. This includes their name and role within the meeting.

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You'll notice that the 'student' automatically appears here. This is because the student should be involved in developing or reviewing their own plan. If for some reason, the student was not involved in the meeting, you can click on the red cross to remove them. To add additional attendees, simply click on 'Add new role'. For future meetings, if you happen to click on the same role, previously entered names will appear as options, to save you from typing them out again.

When you've finished entering the data for this section you can click on the green button 'add planning details'.

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This will automatically save your entries and load this new information into the 'Planning Meeting Details' grid. If you want to add or edit this entry at any time, you can click on the pencil icon and make your adjustments. All meetings accumulated in the grid can be expanded and viewed by clicking on the black arrow button.

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Details of Support Personnel

The details of support personnel information are now entered in one pop-up box instead of in separate columns. Start by clicking the green button 'add new record' and entering the staff member's or external professional's name. We would advise that the 'Details of Support Personnel' section be used only for personnel directly involved with the student and the school. This would predominantly include school staff who support the student; however, it may include external staff who work with the school to support the student. For example, a psychologist might work with the student outside of school hours and may communicate with the school regarding the strategies they focus on with the student. We wouldn't recommend including external professionals who do not also have direct contact with the school. For example, the student's Paediatrician, who might send through a report and have no other contact with the school, would not need to be included in the plan.

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You would then select the role of the person from the drop-down options. If your desired role is not listed, you would click other and add the role in the text box.

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You then select the intensity of this particular person's support while the student is at school.

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For example, during 2024, Lucy, the school counsellor, takes Paul for individual sessions, generally once a fortnight. This option isn't available, so I'd select 'Other' and then select fortnightly from the drop-down menu. I'd then type in 1:1 counselling sessions. I'd then select 2024 from the drop-down options under year. You also have the option to provide further details about the timeframe.

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This is because some students only require adjustments for a specific period. For example, a student may need additional support at the beginning of each term due to their anxiety. In Paul's case, he averages fortnightly counselling sessions, but he doesn't need to attend counselling if he isn't feeling as though he needs it. You would then click on the green button at the bottom of the 'Add Student Support Details' pop-up box. The person and the support details should appear in the grid. To avoid this section getting too clogged up, you can click on the red filing box icon to archive any staff involved in previous years. If you change your mind and want to view any archived personnel, click 'View Archived'. We recommend that you keep personnel unarchived here if they have supported the student in this NCCD cycle or in the current school year.

If you wish to filter the records, you can do so by the year.

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Transition

The first thing you may notice for students who previously had data entered for transition is that this data now appears inside 'Historical Transition'.

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To enter data in the transition section, click the 'Add New Record' green button.

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Add in a date to begin. This could be the date of the planning meeting, or it could be the date of the transition. This will depend on the circumstances of each student's planning. Then select the transition stage from a list of drop-down options. In Paul's case, here on the screen, the transition planning meeting was held to plan his move from Stage 4 to Stage 5. The key personnel involved in some way with the transition planning would be listed in this section. Please note that this does not necessarily mean these key personnel are involved in the transition meeting. The people you select may be involved in the transition planning through other means. For example, you may receive information from the psychologist through a report. You might even arrange for the student's occupational therapist to complete a site visit at another time. Therefore, these external professionals are involved in the student's transition and may be selected in this plan section.

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You'll then notice a series of text boxes where you can choose to enter specific information. Not all text box options will be relevant so that you can empty the irrelevant boxes.

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• In the 'Parent/ carer /student input' text box, you can place all pertinent information from the parent/carer and/or student. The student's voice must be captured during the transition process, so prioritise this if it's appropriate for that particular student.

• The 'Teacher Anecdotal Information Input' text box can be used to add relevant information from either the current teacher or a future teacher, which will supplement the transition planning.

• The 'List of documents to be transferred' text box can be used to note the names of documents that need to be transferred into the school if the student is transitioning from another setting. It can also be used to note the documents that will need to be transferred out of the school and into another setting for students transitioning out. It may also be used when transitioning a student within the school. For example, a plan may be developed for a student transitioning from one year level to the next. In this example, the list of documents might include a communication book or resources specifically designed for the student, like social stories or visuals.

• The' Consent to share information' text box can be used to document the following:

  • Whether a parent or carer has provided consent

  • How the consent has been provided, for example, written consent

  • What the consent has been provided for, for example, consent is received for transitioning the student's PPSD from the old school to our school.

  • Where the consent is stored, for example, in Compass, the 'Material ie maps/timetable provided to student' text box will only be used if specific resources are provided to the student to assist their smooth transition. This might include a school map with particular areas colour-coded, a social story to support a specific aspect of the transition, or a colour-coded timetable.

• The 'Transport/travel training arrangements' text box can be used to document the details of any training the student might receive from the school or another provider for transporting themselves to school.

• The 'Work Placement' text box can be used to document the details of the work experience program that the student might be undertaking. This is, of course, only relevant if the student requires a transition plan to access the work placement.

• The 'Information regarding possible service provider/s' text box can be used to document the details of any external providers or therapists who are currently working with the student. You'll notice that the box is automatically ticked 'no' for the section titled 'This student intends to apply for a Post-School Supportive Employment Program'. This can be changed to indicate 'yes' if this is relevant for the particular student.

Assessed Needs

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The next tab in the tool is Assessed Needs. This is another important part of the personalised planning process. It involves assessing and identifying the students' needs. Teachers also consult with students and their families to pinpoint areas requiring support, such as curriculum access and medical and/or behavioural needs. When necessary, teachers identify and implement adjustments, interventions, and seek expert advice to tailor support to the student's strengths and needs.

Student Strengths

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Considering a student's strengths and interests is crucial when developing their plan because it can enhance their motivation and engagement and build on their existing skills. It also improves academic outcomes by supporting the student's holistic development. You can set meaningful goals and create effective learning strategies by focusing on what students enjoy and excel at. It might also help to reduce anxiety and ultimately promote a more balanced and fulfilling educational journey for the young person. We therefore recommend that careful consideration be given to this part of the plan. You can start by selecting the relevant tick box options to indicate the student's interests. If the preferred option is unavailable, select 'specific interests'. This will automatically open a free text box for you to provide the details of the specific area or areas of interest.

You can then document the student's area or areas of strength in the free text box.

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Evidence Of Assessed Needs

This section has been split into three sub-sections. The first is 'External Assessment,' the second is 'Internal Assessment.' and the third one is Historical Assessment Data

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To add a new record of external assessment, for example, a report or assessment for an external professional like a speech pathologist, occupational therapist or psychologist, click on the green button that says, 'Add new record'.

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Enter the date on the assessment or the report and select the type of assessment or report. There are multiple options; however, if your required option is not available, select 'other' and add your information into the free text box. You will then need to indicate whether the report or assessment is current. This means that the information on the item is still relevant, and an updated assessment or report has not superseded it. For example, you may enter the details of a pediatrician's report that diagnoses a student with Autism. This diagnosis will likely remain current for the student's entire time at school, so you would want it to continue appearing on the plan. If you are entering the details of a speech or language assessment, you would select current:

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However, the student may receive another speech and language assessment within the next few years. When entering the updated assessment details, you would return to the previous assessment and change this to 'not current'. This means that they will no longer appear in the plan or on any reports generated from it. You can then provide the details of the assessment, including the name of any assessments administered by the external, along with the outcome. And finally, you'll need to enter the location of the external assessment or report. It's important to know exactly where each piece of evidence is stored, particularly in the case of any auditing processes that may occur. Then, click the green button to save the entry. It will then appear in the grid for easy reference.

Moving down to 'Internal Assessment', this is where you would enter any assessments administered within the school. The completion of this 'Internal Assessment' section is important for all students; however, it is particularly important for students for whom you are identifying a disability. This is a great place to document the evidence you hold to continue supporting the decision to impute a disability. Examples may include standardised assessment data such as

• The York Assessment of Reading Comprehension or YARC Assessment

• ACER's PAT assessments.

• Brigance Early Childhood Screener

• Conners Rating Scales

You could even include non-standardised assessments such as risk assessment, functional behavioural assessment, behaviour checklist, behaviour frequency data, classroom observations and teacher questionnaires.

The assessments listed here should directly relate to the current functional impact of the student's disability on their education.

To add new records of 'Internal Assessment', click on the green box 'Add new record' and enter the date the assessment was completed. Select the type of assessment from the drop-down options.

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If your required option is not listed, select 'other'. This will open a free text box to enter your assessment type. Next, you will select whether the assessment is current or not. You can then provide the assessment details, including the assessment's name and the outcomes or results. Be sure not to enter any subjective comments here regarding the results of the assessments. It is important to include objective data for this section. And finally, you'll need to enter the location of the internal assessments. It's important to know exactly where each piece of evidence is stored, particularly in the case of any auditing processes that may occur.

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You'll also notice the first of many little question mark icons here. When you hover over the icon, it shows more information about a particular field.

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Underneath the Internal Assessment grid is a grey text box titled 'Imputed Disability Information'. This field may contain historical information previously stored in the student's old plan.

Any data in the old plan for the student will have automatically been stored as one entry in Historical Assessment Data.

For example, several diagnostic assessments that you might want separated may be listed in the historical text box. You can therefore copy the relevant information and paste it into new records.

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Record Of Disability

The 'Record of Disability' section has remained the same as in the old plan.

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Primary disability is the disability where the majority of the adjustments are focused. The primary disability is the main disability that impacts the student's learning and requires adjustments. The categories for primary disability include: Physical, Cognitive, Sensory, and Social and Emotional. First, you will indicate whether the disability is diagnosed or imputed. If the disability is diagnosed, select the appropriate disability category and choose the corresponding diagnosed disability from the drop-down menu. Let's take a moment to think about imputing a disability. A school team may impute a disability when it believes, based on reasonable grounds, and supported by documented evidence, that the undiagnosed disability is having a functional impact on the student's capacity to access and participate in education, on the same basis as their peers.

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Imputing disability is not equivalent to diagnosing disability. You therefore do not need to name a specific disability here. If you are imputing a disability, you will only need to select the category of disability. The text box next to your selected category is optional and can be left blank. You will then indicate whether there are any additional disabilities. If there are additional disabilities, you will continue entering the details of each disability separately. Remember that the first entered disability will automatically feed into the NCCD section of tool. The tool will assume that the first entered disability is the Primary disability, meaning that it is where most of the adjustments are focused.

Functional Impact

The 'Functional Impact' section identifies the student's barriers to accessing and participating in the curriculum. This is an important part of developing a plan, as this will drive the adjustments to support the student. The first step is to select the areas where the student's barriers lie. Each area corresponds directly to the adjustment areas listed in the Adjustments tab of the plan. As you choose an area of functional impact, a free text box will appear for you to document further details of the barriers for this particular area. When considering these details, think about how the student's assessed needs impact them during each aspect of their school day. For example, Paul's disabilities of Autism and language disorder have a functional impact on his ability to access the curriculum and participate in daily school life.

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He is functioning approximately a year below expected in all subject areas for his age. He will tell another student if he needs something rather than saying anything publicly in front of a larger group of people. He can also become overwhelmed when work is provided in large chunks and assessment tasks are timed. Some areas may already contain historical information from the old plan. This information was previously collected in the movement tab, the personal care tab, the safety tab and the social skills tab. We recommend that you review this information and update it to ensure it remains relevant. In the example on the screen, the historical information from Ryan's plan has been automatically moved into his new plan. Some of the information is about the functional impact of his disability; however, some of the information is about the adjustments. In this example, you can remove the adjustment information and keep the information about the functional impact or the barriers Paul is experiencing. The adjustment information will be captured in the next tab of this new plan.

When adding additional details into the free text boxes, do not confuse the student's barriers with the required adjustments. This section only focuses on identifying the barriers or the specific challenges the student encounters in various aspects of school life. Let's have a look at some examples for each of the areas:

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When identifying a barrier in Curriculum and Assessment, you might consider how the disability affects the student's ability to understand and retain new information, follow instructions, and complete assignments.

 When identifying a barrier in the area of Communication, you might consider the challenges that the student encounters in expressing themselves clearly, understanding others, and processing information.

 When identifying a barrier in the area of Environmental, you might consider the student's over- or undersensitivity to sensory inputs like noise, light, or touch, which can be distracting or overwhelming. When identifying a barrier in Movement, you might consider the student's difficulties when moving around the school, accessing classrooms, or participating in physical activities.

When identifying a barrier in the Personal Care area, you might consider whether there may be challenges in accessing and using restrooms, including transferring to and from a wheelchair, reaching sinks and soap dispensers, or managing personal hygiene tasks. When identifying a barrier in the area of Safety, you might consider whether the student's struggles with managing emotions can lead to anxiety, frustration, or mood swings, impacting their ability to engage in their learning safely.

When identifying a social and emotional barrier, you might consider the difficulties the student may have in making friends, participating in group activities, or understanding social cues and norms.

If you uncheck one of the previously checked or ticked areas of functional impact, it will delete any content entered into the same area in the Adjustments tab. If they try to do this, the user will automatically receive a warning message.

The next part of this section is 'Current Additional Plans In Place'. This is where we can indicate whether other current adjustments are in place within additional plans. We certainly don't want to duplicate information in plans, so it's important for all stakeholders to be aware of what else may be happening for a student at a particular time. Sometimes, the additional plan may not have any impact on this personalised plan; however, it's still important for us to know that it exists. It might also be appropriate to get in touch with the staff members involved in the additional plan or plans, so that they are also aware of the personalised plan contents. The final part of this section is the historical data on school attendance. This field cannot be edited, and it is no longer a feature of this personalised plan, as it is now easily accessible via the student management system.

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Historical NAPLAN Data

Future PPSD redevelopment will focus on the automatic feed of NAPLAN data into the plan for systemic schools. This will look different, given the new proficiency standards for NAPLAN. RI/PJP or non-systemic schools can continue accessing NAPLAN data via their student management system. In the meantime, any NAPLAN data in the old plan will appear here for user reference. You therefore do not need to enter any information into this section.

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Adjustments

Adjustments are implemented to ensure that students can participate on the same basis as their peers. Personalised adjustments and differentiated practices are integrated into teaching, learning programs, and whole-school activities. This approach ensures that all students receive the support they need in and out of the classroom.

The adjustments tab comprises each of the areas we have identified as having a functional impact on a student's access to the curriculum. Therefore, we would expect adjustments to be required for any areas identified as barriers in the previous tab (Assessed Needs). All areas of functional impact indicated in the 'Assessed Needs' tab will automatically be checked or ticked here in the Adjustments tab. (Please note, though, that this will not occur in reverse). You'll notice that professional development is also listed within this adjustments tab. That is because the professional learning that a teacher requires to meet a student's specific needs can be considered an adjustment. You would therefore ensure that each of the identified areas is ticked here. All selected areas will then open for your input within this tab. If the user selects a section in the Functional Impact section in the Assessed Needs tab and then decides to uncheck it, a warning message will appear. This message warns the user that any entered data within the corresponding adjustment tab section will be deleted. The Adjustments tab should be completed with close reference to the Assessed Needs Tab. There should be a direct link between a student's assessed needs, and the individual adjustments that are provided to meet these needs. This is the reason why the Assessed Needs Tab is positioned in the plan, BEFORE the Adjustments Tab. We therefore assess the needs first and then plan the adjustments to ensure that these needs are met. Personalised planning of adjustments is essentially a process of removing any barriers that may be preventing a student from accessing their learning.

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Goals

You'll notice that the colouring of the goals section has changed. Goals are now colour-coded according to their status. Goals that have been achieved are coloured green, Goals that are currently in progress are coloured orange, Goals that have been revised are coloured pink, and Goals that have not been achieved are coloured blue. The first thing we will need to do is review the students' previous goals.

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You will therefore need to review the status of the goal, using the status criteria. You can change the status of a goal by clicking on the pencil icon and selecting the relevant status. The colour will automatically change to reflect the status you have selected. Let's talk about how you can set new goals. We recommend that you continue to use the SMART goals framework to set clear, specific, and achievable goals. The SMART acronym is Specific, Measurable, Achievable, Relevant, and Time-bound. How you write the SMART goal will depend on how regularly the plan is reviewed. The plan may be reviewed more frequently for students with higher adjustment levels. This means that you can set shorter-term goals. For this reason, an increased limit of 8 Current goals can be created for a student. The plans may be reviewed less frequently for students with lower adjustment levels. This means that the goals would need to be longer-term. Whether the goal is short or long term, involving students in setting and monitoring their goals is important in boosting their motivation, engagement, and ownership of learning.

Setting goals for students with health conditions can sometimes be tricky. It requires a careful balance between addressing students' health needs and promoting their academic, social, and emotional development. We recommend taking a holistic approach by ensuring that the goals support both the student's health and educational progress and their physical, emotional, and social well-being. All the goals you see here will be visible on the 'Goals and Adjustments Report', which may be used to provide to parents or carers. This report needs to contain current goals and the goals that have recently been achieved. As you know, our students with disability work hard to achieve their goals, and all stakeholders should celebrate this. All of the goals that are marked as achieved or revised, will automatically appear in the Monitoring and Review tab. This will provide useful evidence of monitoring and review in the case of any NCCD auditing processes. It's therefore very important to review the status of all of the goals, during ongoing planning meetings. When you no longer wish for a goal to appear on the student's report, for example, when the goal is no longer relevant or has been achieved for quite some time, you can click on the filing box icon to archive it. You can easily view archived goals by clicking on the 'View Archived' button.

Only goals with Achieved or Not Achieved status can be archived. If they are currently marked as Current, they cannot be archived—in that case, you'll need to change their status first.

Professional Development

The professional development section contains details of professional learning specific to the individual student. The example on the screen is for Austin's case study. The staff who work with Paul completed the professional development listed here. You don't need to add whole staff compliance training here if it has not been completed deliberately to support the individual student. This is therefore an optional field.

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You can enter the professional learning the same way you did in the old plan; however, there is now the option of adding the roles of the attending staff from a drop-down selection. You can indicate whether the training was completed by a wider group of staff or by staff with specific roles in supporting the student. The old plan used to roll over the year automatically, which meant that historical professional learning appeared as though it was current. This will not be the case in this new PPSD, and all professional learning records will be ordered from newest to oldest. On the right side of the window is an option to filter out the years you wish to view. You will be able to select two calendar years back from the current year, if you want to see older records. This information will be handy when considering the level of adjustment a student needs in preparation for NCCD each year.

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Curriculum & Assessment

The Curriculum and Assessment section is completed for students with a functional impact on the student's ability that requires changes in curriculum and teaching practices. These changes or adjustments are planned to enable the student to achieve the learning outcomes described in the syllabus documents on the same basis as their peers. You notice that this section has been expanded beyond the Curriculum to include adjustments to assessment. This includes any curriculum-based assessment and provisions for formal assessments such as NAPLAN and HSC. Before completing or updating the Curriculum and Assessment, reviewing any external professional reports would be helpful.

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These reports may provide important recommendations that can be considered when planning for the student. Reviewing any internal assessments and data that may guide this part of the planning would also be helpful. Now think back to what may have been entered in the previous tab. If you've already indicated the areas of functional impact for Curriculum and Assessment back in the previous 'Assessed Needs' tab, you will now need to consider and plan the most appropriate adjustments to put in place, using this particular section.

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The Curriculum and Adjustment tab is the most detailed of all the areas of adjustment in this tab. Any previously entered planning text that was entered in the old PPSD in the Curriculum tab, will be found in the text boxes at the bottom of this section. The first thing to do is to indicate the syllabus outcomes that the student is working towards. You would use NESA's Collaborative Planning Process to guide the decision making here. Any further information regarding syllabus outcomes, can be entered into the text box. For example, a student might be working on different outcomes for different subjects. They could be working on Prior stage outcomes for English and Maths and stage-level outcome for the remaining subject areas. In this case, the subjects could be listed in the text box with the appropriate outcome level listed beside each one. You'll then notice the additional drop-down sub-sections. As you click on a blue-coloured sub-section, it expands, to reveal a series of adjustments that can be selected.

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Several adjustment options are provided here to help guide the planning. It is very important, however, to be mindful only to select the options that are being implemented, or are going to be implemented, for the student. Please also be mindful that the list of options is not intended to be exhaustive. Personalised planning involves careful consideration of individual student needs, sometimes including adjustments that are far from typical. In this case, you will have the option to enter the adjustment manually.

in the 'Specific Adjustments or Intervention Programs' text box. This text box can also be used to provide further details on the selected adjustments that are being implemented for the student. The Curriculum and Adjustment's sub-sections can be used for those students who receive

• Intervention that is targeted towards a specific need,

• Alternate materials to access learning,

• Specific adjustments to access tasks within the classroom,

• Explicit teaching and modelling of concepts,

• Visual supports and/or scaffolds,

• Assistive technology,

• Braille and/or low vision materials,

• Adjustments to assessments.

The following three text boxes can be used to provide further details of:

1. The checked or ticked adjustments.

2. The adjustments to assessments

3. The specialist software that the student uses for particular subject areas.

When you open a student's PPSD in this redeveloped plan, you may find that some text boxes already contain information. This historical information was previously included in the old plan. You're encouraged to review and update the information to ensure it is current and accurate. There is no need to keep historical data in the plan if it is no longer relevant. Schools are strongly encouraged to bulk download a copy of all student plans each year during Census week. Catholic Schools NSW also take snapshots twice a year, which are backup copies of the plans. There is therefore no need to store historical planning information that is no longer relevant to the student.

At the end of the Curriculum and Adjustments section, you can use the 'Delivery of Adjustments' grid to provide further details of the frequency, intensity and duration of the intervention. Please refer to the training advice on completing the 'Delivery of Adjustments' grid.

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Delivery of Adjustments Grid

At the end of each section, you can use the 'Delivery of Adjustments' grid to provide further details of the intensity, frequency, and duration of the adjustments or interventions. You can complete this as one entry by considering where and how the Curriculum and Assessment adjustments are provided, or you can create multiple entries for different settings. It all depends on the individual student's needs and planning requirements. For example, for a student with a higher level of adjustment, such as Substantial, you might wish to create an entry specifically around the frequency, intensity and duration of support provided just in the classroom. You might then add an entry about the frequency, intensity, and duration of support provided during a literacy intervention. This information is extremely useful when going through moderation for the NCCD. It is a valuable consideration when deciding on the level of adjustment that a student might be entered under for the NCCD. To enter data into the 'Delivery of Adjustments' grid, click the green button 'Add new record'.

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Select the setting or learning environment where the adjustments are being implemented. Please note that you can select multiple settings here if you wish. For students requiring higher levels of adjustment, specific adjustments might be made in all environments or settings. In this case, you can select 'other' and type in 'all areas'.

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You can then indicate the intensity of the adjustments. Intensity is all about how the adjustments are provided and whether they are delivered within a larger group, a smaller group or 1 to 1. The next step is to indicate how frequently the adjustments are being provided to the student. You can select whether the adjustments are provided infrequently, at specific times, most times on most days or all the time. If your preferred selection is not available, please click 'other' and enter the frequency manually.

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The final step is all about the duration of the adjustments, and it is titled Timeframe. This is where you can enter free text information regarding the adjustments. For example, a literacy intervention may be provided for 40 minutes daily for Terms 1 & 2 of 2024. As soon as the information in the Delivery of Adjustments table is no longer relevant for the student, the user can archive the entry. This ensures that it will no longer appear on the full report. You are encouraged to create a new entry in the Delivery of Adjustments table when updating a student's adjustments. You would then archive the previous entry if it is no longer current.

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Communication

The Communication section is completed for students with speech, language, and communication needs, which result in a functional impact on their ability to receive, understand, and/or process verbal and/or written information. This can be known as a receptive language delay. This section is also completed for students with speech, language, and communication needs, which results in a functional impact on their ability to express verbal and/or written thoughts, needs, and ideas independently. This can be known as an expressive language delay. Reviewing any speech pathology or language assessment reports would be helpful for this section. These reports may provide essential recommendations that can be considered when planning for the student. Reviewing internal assessments and data that may guide this part of the planning would also be beneficial. You would also consider what may have been entered in the previous 'Assessed Needs' tab. If you've already indicated the areas of functional impact during the last 'Assessed Needs' tab, you will need to consider and plan the most appropriate adjustments to implement, using this particular section.

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Several adjustment options are provided here to help guide the planning. It is essential, however, to be mindful only to select the options that are being implemented, or are going to be implemented, for the student. Please also be aware that the list of options is not intended to be exhaustive. Personalised planning involves carefully considering individual student needs, sometimes including adjustments that are far from typical. In this case, you can manually enter the adjustment in the 'Further Information' text box. This text box can also be used to provide further details on the selected adjustments that are being implemented for the student. You may find that the 'Further Information' text box already contains information. This may be historical information that was previously entered in the old plan. You're encouraged to review and update the information to ensure it is current and accurate. There is no need to keep historical data in the plan if it is no longer relevant. At the end of the Communication section, you can use the 'Delivery of Adjustments' grid to provide further details of the intervention's frequency, intensity and duration.

Navigating through Personalised Plan | Delivery of Adjustments GridPreview

Environmental

The Environment adjustments section can be completed for students who require environmental adjustments to support their learning and wellbeing. The adjustments would be designed to increase the students' independence throughout the school day and can be implemented in the classroom, playground, library, sporting fields, and during excursions. Environmental adjustments can involve physical accessibility, like ramps and lifts, sensory adjustments like noise control and lighting, classroom changes like flexible seating and clutter-free spaces, and assistive technology and adaptive equipment. Before completing or updating the Environmental adjustments section, reviewing any external professional reports, particularly any occupational therapy reports, would be helpful. These reports may provide essential recommendations that can be considered when planning for the student. You would also consider what may have been entered in the previous 'Assessed Needs' tab if you've already indicated the areas of functional impact in the previous 'Assessed Needs' tab, you will now need to consider and plan the most appropriate adjustments to put in place, using this particular section. In the example of the screen, we can see that in the Assessed Needs tab, it has been noted that Paul experiences some barriers in the environmental area. He is sensitive to certain sounds, like vacuum cleaners, crowded environments, and hand dryers in the bathrooms.

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These needs will be carefully considered when planning adjustments for this area. Several adjustment options are provided here to help guide the planning. It is essential, however, to be mindful only to select the options that are being implemented, or are going to be implemented, for the student. Please also be mindful that the list of options is not intended to be exhaustive. Personalised planning involves careful consideration of individual student needs, sometimes including adjustments that are far from typical. In this case, you can manually enter the adjustment in the 'Further Information' text box. This text box can also be used to provide further details on the selected adjustments that are being implemented for the student. For Paul's example, his plan documents his need for calm and predictable environments. He also uses noise-cancelling headphones and has scheduled sensory breaks throughout the day. He currently accesses the bathroom before or after break times to minimise his exposure to large groups of children. You may find that the 'Further Information' text box already contains information. This may be historical information that was previously entered in the old plan. You're encouraged to review and update the information to ensure it is current and accurate. There is no need to keep historical data in the plan if it is no longer relevant. At the end of the Environmental adjustments section, you can use the 'Delivery of Adjustments' grid to provide further details of the intervention's frequency, intensity and duration.

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Movement

The Movement adjustments section can be completed for students where there is a functional impact on the student's independence in mobility and positioning, and on the student's ability to use the hand motor skills required to participate in learning activities. Before completing or updating the Movement adjustments section, it would be helpful to review any external professional reports, particularly any occupational therapy reports. These reports may provide essential recommendations that can be considered when planning for the student. You would also consider what may have been entered in the previous 'Assessed Needs' tab if you've already indicated the areas of functional impact back in the previous 'Assessed Needs' tab, you will now need to consider and plan the most appropriate adjustments to put in place, using this particular section. In the example on the screen, we can see that back in the Assessed Needs tab, it has been noted that Paul experiences some barriers in the movement area. He has decreased muscle tone and can struggle to move independently around the school. It is also noted that he is currently learning to use a cane.

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These needs will be carefully considered when planning adjustments for this area. We'll look at how to document these adjustments in a moment. Several adjustment options are provided here to help guide the planning. It is essential, however, to be mindful only to select the options that are being implemented, or are going to be implemented, for the student. Please also be mindful that the list of options is not intended to be exhaustive. Personalised planning involves careful consideration of individual student needs, sometimes including adjustments that are far from typical. In this case, you can manually enter the adjustment in the 'Further Information' text box. This text box can also be used to provide further details on the selected adjustments that are being implemented for the student. For Paul's example, you can see here that a range of adjustments is required to reduce the functional impact of his physical disability. Specific information is provided in the text box to detail his adjustments further. You may find that the 'Further Information' text box already contains information.

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This may be historical information that was previously entered in the old plan. You're encouraged to review and update the information to ensure that it is still current and accurate. There is no need to keep historical information in the plan if it is no longer relevant. Moving back up to the Planning section of Movement Adjustments. You will have the option to indicate whether there are any other current plans in place for a student. This is important, as this additional planning information may include significant considerations for the design of the current plan. It is also important to indicate any additional planning that may be in place to avoid duplicating information and subsequently reducing administrative workload. It will also raise awareness of any further plans when other school personnel view the plan at a later stage. You may wonder why this Planning information is repeated throughout the PPSD. This is so that users can indicate additional plans for the adjustment areas specific to the individual student. For example, a risk assessment may have been completed to support a student's safe physical access to the school. It would therefore be indicated as an additional plan in the Movement adjustments section. At the end of the Movement adjustments section.

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Personal Care

The Personal Care adjustments section can be completed where there is a functional impact on the student's ability to independently and appropriately carry out essential hygiene routines, which require individual management and/or support. These routines may include eating, drinking, toileting and/or menstruating. Before completing or updating the Personal Care adjustments section, reviewing any external professional reports, particularly any medical and/or occupational therapy reports, would be helpful. These reports may provide important recommendations that can be considered when planning for the student. You would also consider what may have been entered in the previous 'Assessed Needs' tab if you've already indicated the areas of functional impact in the previous 'Assessed Needs' tab, you will now need to consider and plan the most appropriate adjustments to put in place, using this particular section. In the example on the screen, we can see that back in the Assessed Needs tab, it has been noted that Paul experiences some barriers in the area of personal care. Hisr diagnosis of juvenile chronic arthritis results in pain, stiffness, and he is at risk of joint damage. Daily activities such as dressing and toileting can be challenging for her. These needs will be carefully considered when planning adjustments for this area. We'll take a look at how to document these adjustments in a moment. Several adjustment options are provided here to help guide the planning. It is very important, however, to be mindful to only select the options that are actually being implemented, or are going to be implemented, for the student.

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Please also be mindful that the list of options is not intended to be exhaustive. Personalised planning involves carefully considering individual student needs, sometimes including adjustments that are far from typical. In this case, you can manually enter the adjustment in the 'Further Information' text box. This text box can also be used to provide further details on the selected adjustments that are being implemented for the student. For Paul's example, you can see here that a range of adjustments is required to reduce the functional impact of the juvenile chronic arthritis. Specific information is provided in the text box at the bottom of the section to provide further details on her adjustments. You may find that the 'Further Information' text box already contains information. This may be historical information that was previously entered in the old plan. You're encouraged to review and update the information to ensure that it is still current and accurate. There is no need to keep historical information in the plan if it is no longer relevant.

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Moving back up to the Planning section of Personal Care Adjustments… You will have the option to indicate whether there are any other current plans in place for a student. This is important, as this additional planning information may include significant considerations for the design of the current plan. It is also important to indicate any additional planning that may be in place to avoid duplicating information and, subsequently, reducing administrative workload. It will also raise awareness of any further plans when other school personnel are viewing the PPSD at a later stage. You may wonder why this Planning information is repeated throughout the PPSD. This is so that users can indicate additional plans for the adjustment areas specific to the individual student. For example, a risk assessment may have been completed to ensure the lowest possible risk of infection for a student with a health condition. It would therefore be indicated as an additional plan in the Personal Care adjustments section. At the end of the Personal Care section, you can use the 'Delivery of Adjustments' grid to provide further details of the intervention's frequency, intensity and duration.

Navigating through Personalised Plan | Delivery of Adjustments GridPreview

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Safety

The Safety adjustments section can be completed for students with a functional impact on their ability to independently and appropriately access learning and/or the school environment. They may also have difficulty engaging in the management strategies required to ensure that they safely reason cause and effect in situations of personal safety and/or the safety of others.

Reviewing external professional reports would be helpful before completing or updating the Safety adjustments section. These reports may provide important recommendations that can be considered when planning for the student. It would also be helpful to review any internal assessments, such as a risk or functional behavioural assessment, that may guide this part of the planning. You would also consider what may have been entered in the previous ‘Assessed Needs’ tab. You must now consider and plan the most appropriate adjustments for this section.

In the example on the screen, we can see that in the Assessed Needs tab, it has been noted that Paul experiences some barriers in the area of safety. Unexpected routines or situations can be extremely challenging for him. He may express his frustration through inappropriate and unsafe behaviours. These needs will be carefully considered when planning adjustments for this area. We'll look at how to document these adjustments in a moment.

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Several adjustment options are provided here to help guide the planning. It is essential, however, to be mindful only to select the options that are being implemented, or are going to be implemented, for the student. Please also be aware that the list of options is not intended to be exhaustive. Personalised planning involves carefully considering individual student needs, sometimes including adjustments that are far from typical. In this case, you can manually enter the adjustment in the ‘Further Information’ text box. This text box can also be used to provide further details on the selected adjustments that are being implemented for the student.

For Paul’s example, you can see here that a range of adjustments are required to reduce the functional impact of his autism diagnosis. Specific information is provided in the text box at the bottom of the section to provide further details on his adjustments.

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At the end of the Safety adjustments section, you can use the ‘Delivery of Adjustments’ grid to provide further details of the intervention's frequency, intensity, and duration.

Navigating through Personalised Plan | Delivery of Adjustments GridPreview

Social & Emotional

The Social and Emotional section can be completed for students with a functional impact on their ability to engage in successful basic and complex interactions with people. The student may also require support to participate effectively in the full school program in a contextually and socially appropriate manner.

Reviewing any external professional reports would be helpful before completing or updating the Social and Emotional Adjustments section. These reports may provide essential recommendations that can be considered when planning for the student. It would also be helpful to review any internal assessments, such as a risk or functional behavioural assessment, that may guide this part of the planning. You would also consider what may have been entered in the previous ‘Assessed Needs’ tab. You must now consider and plan the most appropriate adjustments for this section.

In the example on the screen, we can see that in the Assessed Needs tab, it has been noted that Paul experiences some barriers in the Social and Emotional area. Unexpected routines or situations can be extremely challenging for him. He also struggles to understand and interpret social cues, facial expressions, and body language. These needs will be carefully considered when planning adjustments for this area. We'll look at how to document these adjustments in a moment.

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Several adjustment options are provided here to help guide the planning. It is very important, however, to be mindful only to select the options that are being implemented, or are going to be implemented, for the student. Please also be mindful that the list of options is not intended to be exhaustive. Personalised planning involves careful consideration of individual student needs, sometimes including adjustments that are far from typical. In this case, you can manually enter the adjustment in the ‘Further Information’ text box. This text box can also be used to provide further details on the selected adjustments that are being implemented for the student.

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For Paul’s example, you can see here that a range of adjustments are required to reduce the functional impact of his diagnosis of Autism. Specific information is provided in the text box at the bottom of the section to provide further details on his adjustments.

You may find that the ‘Further Information’ text box already contains information. This may be historical information that was previously entered in the old plan. You’re encouraged to review and update the information to ensure that it is still current and accurate. There is no need to keep historical data in the plan if it is no longer relevant.

Moving back up to the Planning section of Social and Emotional Adjustments… You will have the option to indicate whether there are any other current plans in place for a student. This is important, as this additional planning information may include significant considerations for the design of the current plan. It is also important to indicate any additional planning that may be in place to avoid duplicating information and, subsequently, reducing administrative workload. It will also raise awareness of any further plans when other school personnel are viewing the PPSD at a later stage.

You may wonder why this Planning information is repeated throughout the PPSD. This is so that users can indicate additional plans for the adjustment areas specific to the individual student. For example, a functional behavioural assessment may have been completed to identify and mitigate the risks for students demonstrating behavioural difficulties or lagging behaviours. There may also be a behaviour intervention plan that outlines the specific adjustments to meet the needs identified in the functional behavioural assessment. This additional planning would therefore be indicated in this part of the Social and Emotional Adjustments section.

At the end of the Personal Care section, you can use the 'Delivery of Adjustments' grid to provide further details of the intervention's frequency, intensity and duration.

Navigating through Personalised Plan | Delivery of Adjustments GridPreview

Monitoring and Review

The purpose of monitoring and reviewing the impact of a student’s adjustments is to determine whether further support measures are needed and to maintain the relevance of existing adjustments. Monitoring and review involve regularly reviewing the effectiveness of personalised adjustments, in consultation with stakeholders.

Monitoring and Review is the final tab in the personalised planning tool. You’ll be pleased to know that this is quite a brief section, mainly automatically populated with existing data. This part of the tool was created with the consideration of Census Post Enumeration or NCCD auditing processes. If your school has experienced a Post Enumeration review, you will understand the importance of being able to produce evidence that you have monitored and reviewed student plans. This evidence generally crosses into other parts of the personalised planning process and the PPSD. Therefore, we’ve chosen to grab data containing evidence of monitoring and review from different parts of this plan. This includes any planning meetings that have included a review of adjustments and student goals that have been achieved or revised.

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Review Meeting Dates and Details

The first section of the Monitoring and Review tab lists any planning meetings that have included any monitoring or review of adjustments.

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The user entered this information under Planning Meeting Details in the Consultation and Collaboration tab. You may remember that when you add a new meeting record in the Consultation and Collaboration tab, you can select the Purpose of the meeting.

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Suppose at least one specified purpose was to monitor and review the impact of goals and adjustments. In that case, this meeting will automatically appear in the Monitoring and Review tab. Please be aware, though, that the meetings can only be edited from the Consultation and Collaboration tab, which is where they were created.

To view the full meeting details, click the Expand all button. Alternatively, click the black arrow to view the full details of individual review meetings.

Evidence of monitoring & review

The ‘Evidence of Monitoring and Review’ section is the only part you must complete manually for this tab. You can indicate the specific evidence the school holds for monitoring and review. You can also enter text into the text box to provide the location of this evidence. You may also wish to provide further details on one or more of the evidence selected.

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Student Learning Goals

At the bottom of this tab, you will see the student’s goals marked as achieved or revised. You will remember that these goals were recorded back in the Adjustments tab, and their status can be updated in that tab.

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Reports

Catholic Schools NSW acknowledges the complexities around personalised planning and the benefits of sharing planning documentation with stakeholders. The three reporting options have been designed to reduce workload while fulfilling the various purposes for sharing planning documentation. This training provides some guidance on how each of the three reports may be used within your school. It is strongly recommended that a consistent approach or process be developed for using these reports in your school or diocese.

Full Report

For Phase 1, the full report will appear very similar to the report available in the old plan. It will contain all of the data entered within the entire plan. Whilst this new plan now includes many more tick box options, you can rest assured that only the selected tick boxes will appear in the report. The Full report may help store the full record of the personalised planning process in the student’s file. The report is automatically timestamped for the date on which it is created. It can therefore be produced as a source of evidence for any NCCD auditing processes. The Full report may also be useful for sharing with key staff members if they cannot access the personalised planning tool. Users can decrease the size of the full report by using a filter.

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If you choose 'None', the system will display all records without applying any filters, except for archived ones. To include an archived record in the report, it must first be unarchived. Also this set of filter work for all the reports available in the system.

Reports will be filtered according to specific periods. For example, users can filter content entered within the last 12 or 6 months. This will significantly decrease the size and visual complexity of the report. This report filtering feature is currently under construction and will be released as soon as it is available in 2025. To generate a full report, click the green arrow on the Reports button and select Full Report. It may take a moment for the report to generate. When it is ready, it will automatically be downloaded as a PDF.

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An example of a Full Report without a filter is attached below.

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Goals & Adjustments Report

The Goals and Adjustments Report has been designed with parents and carers in mind. Full reports can be lengthy and difficult to navigate. This report includes two key features of the collaboratively developed personalised plan, which are important to communicate with parents or caregivers:

1. The current individual goals, including the recent goals that have been achieved and

2. Adjustments that are designed to reduce the functional impact of the disability and achieve the goals.

Each student’s goals that are visible in the PPSD will appear on this report. Archived goals will not appear on this report. If you want to remove a particular goal from the report, click on the filing cabinet icon next to the relevant goal. This will archive the goal, so it does not appear on the report.

The status of each goal and whether it is ‘current’, ‘achieved’, ‘revised’ or ‘not achieved’, will be included in the report. It is therefore important to ensure this status is reviewed or updated before creating a Goals and Adjustments report to send home to a family. This report will also contain all of the selected adjustments for each area and any additional text information entered under each adjustment area. It is therefore important to ensure that only relevant or current text information is stored within the adjustment tab text boxes, and that the text itself is professionally worded.

The Goals and Adjustments Report is ideal for sharing with parents or caregivers after a personalised planning meeting has been held with them. In some cases, where there is consent to collaborate with an individual student's external professionals, it may be beneficial to share this particular report. This can assist in maintaining open lines of communication with all stakeholders, ultimately working in alignment to support the student.

To generate a Goals and Adjustments Report, click on the green arrow on the Report button and select ‘Goals and Adjustments Report.’ It may take a moment for the report to generate. When it is ready, it will automatically be downloaded as a PDF.

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An example of a Goal and Adjustments Report without a filter is attached below.

Summary Report

Catholic Schools NSW acknowledges that the PPSD is used for multiple purposes. The Summary Report has been designed to give users autonomy over the PPSD content they would like to appear in a particular PDF report. It gives the user complete control of the plan's features for which they wish to generate a report.

For example, you may wish to create a PDF report containing only a student’s transition details.

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This might be useful for sharing with the family after a transition planning meeting. Another example of how the summary report could be used is during preparation for NCCD moderation. You could choose to select the relevant adjustment areas, as these will also include the frequency, intensity, and duration information, which would be helpful for moderating the level of adjustment. Other potential uses for the Summary Report are when you require less information than the Full Report but more information than the Goals and Adjustments Report.

There may even be a need to share more detailed or specific information with parents, carers or teachers of particular subject areas. To generate a Summary Report, click the green arrow on the Report button, and select ‘Summary Report’. You will then be able to select the parts of the plan you wish to include in the report. You’ll notice that you cannot select any parts of the plan that do not hold any content. Once you have made your selection, click ‘Run Report’. It may take a moment for the report to generate. When it is ready, it will automatically be downloaded as a PDF.

An example of a Sumary Report without a filter is attached below.

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