Multi-tiered System of Supports (MTSS)

An evidence-based approach, our MTSS is used with any student who is struggling with foundational literacy, numeracy, and social/emotional skills. This framework:

• Supports our educators to implement instructional practices across all learning environments
• Identifies students who require more targeted support
• Implements that required support
• Monitors and assesses the impact of instruction and intervention.

At Mercedes College, from Reception to Year 12, all students benefit from high quality differentiated teaching in the classroom, with close monitoring, and regular classroom adjustments.

Approximately 20 per cent of students receive additional small group instruction for targeted areas of teaching until a concept is mastered, and approximately five per cent of students College-wide access intense, individual instruction, which may include diverse learning methods such as using cooking to support development of numeracy skills like learning fractions.

Personalised Plan for Learning (PPL)

All students identified as having a diagnosed or ascribed learning need, speak English as a second language, identify as Aboriginal or Torres Strait Islander, or are academically gifted, have a PPL.

Every child with a PPL has a Case Manager, recruited from across the College, to ensure that a PPL is combined with Wellbeing Plans and Safety Plans that are all:

• Developed in collaboration with stakeholders including the student, their family, and allied health professionals where appropriate
• Accessible (families are welcome to review their child's PPL at any time, with two formal opportunities scheduled annually)
• Are regularly reviewed to remain relevant.

Ideally, and where possible, Case Managers maintain their role with students as they progress through the College. This assists with continuity of planning and progress reviews.