Learning Plus has been an institution within an institution for over a decade. Whilst previously known as Ed Support until only a few years ago, Learning Plus and its delivery has been evolving. Initially, Learning Plus focused predominantly on learning difficulties, however over time, as more research around Learning Intervention and Gifted Education surfaced, Learning Plus began to cater for Twice Exceptional students thus ensuring both students with a disability and high ability were being catered for in the classroom and in small groups. Extension programs such as Future Problem Solving and our Honours Program have run parallel to our delivery, to ensure students with high ability are extended and challenged.

I took the helm nearly seven years ago, and my role as Head of Learning Plus in the Senior School has led to further post-graduate studies in Learning Intervention and Gifted Education. This year I take on the additional responsibility of Learning Plus in the Junior School.

Junior Schools are in fact the place I grew and developed as an educator, so I am intimately acquainted with students’ needs in this area of our School. Prior to my role in the Senior School, I held leadership roles both here in Victoria and New South Wales, all in Junior schools.

This year my role will encompass an overarching lens across the Junior School and Senior School. The scope of my new position is broad, as it will provide a holistic perspective, yet it will also have depth.

Practically, it will mean that I will be actively involved across the school, teaching, mentoring, supporting, and liaising with students, teachers, and parents, respectively. Consultation with all those involved with supporting students is vital for successful student learning, however, student voice no matter what age is paramount. My hope is that you will see me as an advocate for your daughter, their teachers and you, the parents. My door is always open to discuss your daughter’s needs in addition to their class teachers and Heads of Year.

Ultimately, my aim is to build strong networks and above all relationships with our School community from Prep to Year 12.

Learning Plus delivery from Prep to Year 12 will continue to be informed by evidence-based research. Our programs will continue to evolve. Our objectives will continue to ensure the best possible support is provided to both students and teachers with the express purpose of enhancing our students’ access to the curriculum and achieving their learning potential. The most current, best-practice, for both students with disabilities and highly able students, is applying the evidence-based Response to Intervention Model (RTi) for our students (Berliner, 2014; Dorn, Layton, & Bruce, 2016; Turse & Albrecht, 2015). As Misso, E., Coli, O., Drakopoulos, E., Carey, C.L. & Carey, L.B, (2020) point out, collaboration is the key to its success. The Model encompasses three Tiers which also involves assessments and on-going review. Tier 1, involves differentiating in the classroom. Teachers are well placed to provide curriculum specific classroom delivery, in consultation with the Learning Plus Department. Tier 2, includes small group targeted provisions. Tier 3, incorporates 1:1 therapy sessions with external providers such as Speech Pathologists and Occupational Therapists to allow expertise in diagnosis and recommended therapeutic interventions. Some students will only require Tier 1, others, Tier 1 and 2. Some students may require all three Tiers. When applying Tiers, our students are provided intervention on a day-to-day basis. This in turn provides the best outcomes for students with additional learning needs.

We have streamlined the process of identification and program delivery across the Junior and Senior Schools. The Junior School team meet weekly, to review student needs and address their specific learning needs. The Senior School has a number of processes that involve Heads of Year, teachers and students and may occur weekly, monthly or each term depending on the need. Each student in the Senior School, requiring curriculum adjustments have a Personalised Learning Checklist.

For students requiring more intensive intervention, we create Independent Learning Plans (ILP) in consultation with teachers, therapists, families and students. Likewise, in the Junior School, Student Profiles and ILPs mirror the Senior School processes and protocols. This lends for consistency and continuity of support across the School from Prep to Year 12.

Feel free to contact your daughter’s teacher should you have any questions relating to learning difficulties or relating to your daughter’s learning needs. Feel free to also in get touch with myself at egaensler@stcatherines.net.au or 9822 1285.