My name is Lara Lee. I am the Deputy Principal of Inclusive Practices at Marsden State High School. The cohort of Marsden State High School. is around about 3,500. It's the largest high school in Australia, and we have around about 80% of our population speaks another language other than English at home. So when we look at the cultural diversity across the school, we're very fortunate to understand different cultures. Marsden State High School has a ICSEA value of 944. We are the largest school with the lowest ICSEA value. So when we look at complexity of the demographic here, it's quite complex and we actually get a lot of support from region because of that. So our whole school approach to inclusions with disability at Marsden State High School actually starts at the start of the year. We have a process in our student free days and it is ‘know your student, know your data.’ This is where students are reviewed on a program that we have called ‘One School’ and teachers look at the data from the students. They also use that time to talk to other teachers who have either taught the student, or have knowledge around the disability that the student has. So it's a quite a collaborative process at the start of the year to make sure that when the student arrives at the class that the teacher is able to make reasonable adjustments for the student based on what they know. Then we have a ten week cycle of learning where students in the first ten weeks, the teacher gets to know the student, gets to know what adjustments they need to make, and then they actually go through a consultative process with the parent. My name's Ashley Barr. I'm a classroom English and Humanities teacher at Marsden State High School. I believe that as a classroom teacher, our inclusive practices starts with me. I need to make sure that I'm providing inclusive activities and opportunities for the class to collaborate and build their social skills. A lot of my students, especially my students with disabilities, have to be taught explicitly some of those social skills as well as my students without disabilities. So it's creating those opportunities for them in the classroom to be collaborative, to work together, to take part in teamwork and group activities that builds their own agency, self-efficacy and autonomy in the classroom to make them better learners overall. At Marsden, we have set up a structure where case managers allocated time where they are able to support the students and then also support the teachers to lead reasonable adjustments for the students. Now, everything that we do with reasonable adjustments is a consultation process that we don't actually do any reasonable adjustment without first asking the parents and also the student. Student voice is really important so that if the student doesn't want that adjustment, then we actually look at how can we make curriculum accessible through universal design of learning. We also have a cycle every term where we look at our data in our curriculum areas and we review what worked well, what didn't, and what adjustments we need to make in that process. When we develop our units, we look at our class make-up, we do our ‘know your data’ placemats so that we have a really deep understanding of the students that are going to be in our class. From there, I would normally run a diagnostic task to figure out the ability level of my students. From there, after a couple of weeks of learning and getting to know the students, we start to develop personalised learning plans for students who may have disabilities or need extra help to access the curriculum. This process is quite malleable, so it's always changing. Some students might need support in grade 7 English, but they don't need support in grade 7 Science so collaborating across the curriculum with their other teachers to really ensure that that student is getting exactly what they need in each of their classes from each of their teachers. One of the unique things at Marsden State High School is our professional development in order to support students with disabilities, but also students across the entire school. We have something that we have developed, it's called the Marsden Institute of Teacher Development. This is our online platform on our SharePoint. So either fortnightly or monthly, teachers either upload their professional learning that they have just learnt to share across the school. And we have someone who's very knowledgeable in our school and that's our Head of Inclusion. She's able to help our teachers by recording little lesson bites so that it's in nice little digestible chunks so teachers can quickly jump on and view the lessons. We have professional learning communities, that happens every term and teachers are able to join the Professional Learning Communities that they, they decide. So we have around about three Professional Learning Communities that every term, they are working on working with students with disabilities, differentiation and reasonable adjustment strategies. So that's something that has helped support the teachers across the school as a holistic approach. Myself and a colleague run a PLC and it is solely focussed on differentiation in our classrooms. So we have an awesome team where we chat about whether we're having trouble differentiating a certain task in the assessment piece, whether it's a certain activity that needs help with differentiation and from there we're able to then take that back, implement it into our classroom and hopefully get our kids to have a really great learning experience. Our culture of inclusion at Marsden State High school is always a journey, not only just with our school, but I think every school. Schools reflect society. So essentially we want to create an inclusive school so that we have an inclusive society. And that's something that we've just been talking about actually in our department, is that we want to make sure that whatever representation we have at our school actually builds a more inclusive world. So when we talk to the teachers and we talk to other students, it's all about “Everybody matters and everyone belongs.” And I think that the sense of belonging is something that everyone's working on, is to make sure that every, every voice is heard. It's really making sure that when we look at what we need to teach and how we teach it, is actually inclusive not only of students with disabilities but from all backgrounds.