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Kathryn utilises a whole school response to intervention approach with a multi-tier structure of supports in combination with data driven universal screening and progress monitoring tools to effectively monitor the progress of all students. In addition, Kathryn is able to support students with disabilities to engage in age-appropriate curriculum and learning through the targeted use of technology to support optimal educational outcomes for all. Kathryn believes in supporting teachers to implement time and resource efficient tools that allow staff to work smarter not harder to meet the diverse range of learning needs within the typical mainstream classroom environment in a K-12 context.
Student progress has been confirmed by multiple assessment tools, including internal curriculum aligned assessment, standardised assessment and external assessments such as NAPLAN.
For students with disability, Kathryn has extensive experience supporting a collaborative partnership between the student, family, external therapists and school staff to support successful transition into school, optimal classroom and playground engagement as well as working with stage 6 students to achieve their post school lifestyle and learning goals.
Kathryn has been asked to present at the 2021 Learning Difficulties Australia National Conference, Sharing Best Practice Conference (2019 & 2021) and Think Forward Educators. She was given the opportunity to support all students through her selection in 2021 on the NESA Syllabus Writing Team for both the K-2 and 3 -6 English Syllabus Revision. While Kathryn has a solid grounding in current research evidence, her focus is always on the practical classroom implementation that achieves best outcomes for all learners.
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