Model Overview

The Educational Adjustments model is guided by underpinning principles and a simple needs-based structure to deliver appropriate resourcing for the educational adjustments provided for students with disability across Tasmanian Government schools.

The Educational Adjustments model has been informed by research and consultation undertaken in collaboration with KPMG, an independent consultancy. KPMG’s final report is available at Development of a Needs-Based Funding Model for Students with Disability – Final Report.

Underpinning Principles

The new Tasmanian Educational Adjustments Disability Funding Model is underpinned by the following key principles:

  1. Equity and Fairness. Schools use funding to meet student needs.
  2. Accountability. We take responsibility for our actions. We have processes to help us check that we are doing what we planned.
  3. Promote Inclusive Education Practice. The model helps school leaders and teachers to meet the needs of students. It helps them to do this in many different ways. This is so that everyone can be included in all parts of school life.
  4. Transparency and Simplicity. The model gives resources to schools in a clear and simple way.
  5. Integrity in Needs Assessment. We make sure that the model looks at student needs in a way that is honest and fair.
  6. Financial sustainability. We ensure there is a balance between the resources that we have available and the needs of students with a disability. All available resources for students with a disability are used to meet student needs.

Structure of the Model

The Educational Adjustments funding model is based on a simple, structured approach to funding and resourcing which takes into consideration the additional and variable needs of students with disability.

Within the model, students requiring more intensive levels of support and adjustment attract greater levels of additional resources compared with those requiring lower levels of support and adjustment.

The model is aligned to the Nationally Consistent Collection of Data (NCCD) levels of educational adjustment, which include:

  • Extensive
  • Substantial
  • Supplementary
  • Quality Differentiated Teaching Practice.

While based on the NCCD levels of adjustment, the Tasmanian funding model provides additional levels for the extensive and substantial levels of adjustment to provide targeted resourcing.

Refer to the diagram below for further details about the Tasmanian disability funding levels.

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For the Educational Adjustments Disability Funding Model, additional support teacher staffing and dollars are allocated to schools for the levels that equate in the NCCD to Supplementary, Substantial and Extensive adjustments.

At the Substantial adjustment level there are two different levels of resource allocation: Substantial High and Substantial Low.

At the Extensive adjustment level there are three different levels of resource allocation: Extensive High, Extensive Mid and Extensive Low.

For students in the Quality Differentiated Teaching Practice level of adjustments, the core school funding derived from the Fairer Funding Model is all that is required to support these students.

Moderation and Educational Adjustment Descriptor Tool

Each year a team of Disability Educational Adjustment Moderators work collaboratively with each and every Tasmanian Government school to moderate all students with disability identified as requiring educational adjustments through the NCCD.

The Educational Adjustment Descriptor Tool is used during the moderation process to identify the level of adjustment being provided to each student. This tool has helped school staff to define the levels from between High to Low in both Extensive and Substantial and has helped to guide the types of educational adjustments which could be delivered and inform goals in individual student learning plans.

Resource Allocation

The Educational Adjustments model will be supported with an additional $34 million over the next four years, and will provide assistance for approximately 2,000 more students. As part of the model, there will be an additional support teacher allocation across schools.

How does it work in neighbourhood schools?

  • The model delivers a base allocation to every school (Support Teacher Staffing and Cash) for every student under eligible NCCD categories (from Supplementary to Extensive).
  • There are two components:
    • Formula Based Allocation (FTE and Cash)
      • This allocation is not tagged for individual students and is provided to schools flexibly to assist them in supporting their students with disability.
      • The allocation is based on all moderated students at Supplementary, Substantial and Extensive levels of adjustment.
      • It provides base funding for more teacher-led adjustments for students moderated at the supplementary level
      • This allocation remains with the school if the student moves.
    • Targeted allocation (Cash)
      • This funding is provided to schools to support students moderated at the Substantial and Extensive levels and is to be used for those students to support educational adjustments.
      • This cash allocation moves with the student if they change schools within the Tasmanian Government school system.

How does it work in Support Schools?

  • The Educational Adjustments model is applied consistently and equitably across the Department of Education’s Special/Support Schools.
  • Within Special/Support schools, the model takes into consideration the school context in relation to economies of scale, programmatic funding, and general school running costs.
  • In Support Schools, the funding model delivers an increased base funding allocation and allows greater flexibility of resources to enable support schools to deliver quality educational adjustments to meet the needs of their student population.

Background Information

The Educational Adjustments disability funding model is aligned to the NCCD levels of educational adjustment, which include:

  • Extensive
  • Substantial
  • Supplementary
  • Quality Differentiated Teaching Practice.

The levels of educational adjustment are determined by the individual needs of the student and identify how teachers can best support their access, participation and engagement in schooling on the same basis as other students.

The NCCD data collection is based on the obligations of all schools under the

The model is aligned to DDA definition of disability – therefore only students who meet this definition of disability are eligible for supports through the Educational Adjustments disability funding model.

Further information is available at Nationally Consistent Collection of Data (NCCD).

The Educational Adjustments disability funding model was identified as a key recommendation from the 2014 Ministerial Taskforce Report, Improved Support for Students with Disability.

The Taskforce recommendation identified the need to reform Tasmania’s disability education funding model in order to move towards a needs-based approach and better support inclusive practice in Tasmanian Government schools.