Moderation tab

Background

The NCCD moderation process can be understood as an extension of existing school moderation practices. When moderating school-based decisions for the NCCD, teachers engage in professional dialogue about students’ level of adjustment and category of disability to make decisions that are consistent, reliable and defensible. Professional dialogue is characterised by interactions that are collegial (e.g. value the input of all), respectful (e.g. resolve differences in a professional manner) and draw on evidence (e.g. informed by data to support decision-making). Collegial discussions throughout the school year can enable school staff to learn from one another when identifying and making decisions about appropriate support for their students. This in turn validates decisions about the NCCD and reduces variability in data reported.

In the NCCD moderation process, staff review all evidence and build a shared understanding of:

•	the level of adjustment being provided for each student to meet the identified educational needs arising from their disability,

•	and the broad category of disability for which support is provided.

NCCD moderation requires the participation of two or more individuals who are involved in the educational planning for and support of students with disability at a school. In small schools where it is not possible to form a moderation team within the school, external moderators may be invited to support in the process (e.g. a NCCD coordinator from another school or an individual from the system level).

Schools should engage in moderation well before the official data entry period. By engaging in the structured moderation process well before the data entry date, schools are better able to address any significant discrepancies that could affect the consistency and reliability of data.

For further information regarding the moderation process go to https://www.nccd.edu.au/sites/default/files/2018-10/Moderation%20resource%20for%20schools.pdf

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