Title: Developing Quality Practice and Effective Models of Intervention for Students with Disability.

Transcription

1 Catholic Education Office, Wollongong More Support for Students with Disability Project March 9, 2012 Contact Person: Title: Developing Quality Practice and Effective Models of Intervention for Students with Disability. Original Projects: 1. Developing a Quality Practice Learning Support Centres 2. Developing an Effective Model for Transition from School to Post School 3. Developing a Case Management Approach for Supporting Students with a Disability with a Mental Health Diagnosis This project covers Outputs 1,2, 3, 4, 8, 10 and 12. Output 1: Providing assistive technology (e.g. computer software, low vision aids, communication tools) to support the teaching and participation of students with disabilities. The system will develop a Learning Support Centre that will inform the model for other Learning Support Centres in five other schools. (Learning Support Centres Project) Targeted professional learning and coaching focused on embedding learning technology tools into learning and teaching programs, targeting appropriate adjustments, incorporating health professional strategies into pedagogy, identifying appropriate intervention and curriculum adjustments for students with disability. (Learning Support Centres Project) Harnessing learning technology as powerful learning tools to engage students with disability across all areas of the curriculum. This includes providing appropriate assistive technology to students accessing the Learning Support Centre and developing a plan for the ongoing resourcing of 1:1 technology. (Learning Support Centres Project) 1. Provide assistive technology for students accessing Learning Support Centres. (Learning Support Centres Project) 2. The system in partnership with the school will develop, for identified schools, a management plan for assistive devices, which will enable staff to manage the maintenance, selection and purchase of apps to meet students learning needs. (Learning Support Centres Project) Number of assistive technology items provided to schools to support the teaching of students with disabilities under the DDA. Number of schools provided with assistive technology items For the purpose of this project, there are no assistive technology items in schools. Footnote; A limited number of schools currently have access to assistive technology items. This project excludes students in receipt of NSSCF laptops Assistive technology items provided to schools to support the teaching of students with disabilities 10

2 Schools provided with assistive technology items 1 Teachers using assistive technology items provided to schools 12 Students supported by assistive technology items 10 Assistive technology items provided to schools to support the teaching of students with disabilities 15 Schools provided with assistive technology items 2 Teachers using assistive technology items provided to schools 24 Students supported by assistive technology items 15 Assistive technology items provided to schools to support the teaching of students with disabilities 20 Schools provided with assistive technology items 3 Teachers using assistive technology items provided to schools 36 Students supported by assistive technology items 20 Assistive technology items provided to schools to support the teaching of students with disabilities 40 Schools provided with assistive technology items 6 Teachers using assistive technology items provided to schools 72 Students supported by assistive technology items 40 Output 2: Providing training for teachers to strengthen their skills in the use of assistive technology in the classroom. The system will develop a Learning Support Centre that will inform the model for other Learning Support Centres in five other schools. (Learning Support Centres Project) Targeted professional learning and coaching focused on embedding learning technology tools into learning and teaching programs, targeting appropriate adjustments, incorporating health professional strategies into pedagogy, identifying appropriate intervention and curriculum adjustments for students with disability. (Learning Support Centres Project) Harnessing learning technology as powerful learning tools to engage students with disability across all areas of the curriculum. This includes providing appropriate assistive technology to students accessing the Learning Support Centre and developing a plan for the ongoing resourcing of 1:1 technology. (Learning Support Centres Project) 1. This activity will focus on teacher professional development from the identified Learning Support Centre in the areas of the use and application of assistive technology. (Learning Support Centres Project) 2. Teachers will be provided with the opportunity to explore the potential of the ipad within a teaching and learning environment. This will involve the investigation and review of apps available for teachers and students to use. (Learning Support Centres Project) 3. Staff from other schools in the system will participate in professional learning opportunities to develop their understanding of how assistive technology can be used to support students with disability. (Learning Support Centres Project) 4. The system will work with school based technology coaches to facilitate the embedding of assistive technology in learning for students with disability across system schools accessing Learning Support Centres. (Learning Support Centres Project)

3 5. Appropriate professional learning will be provided to school staff on embedding the use of assistive technology into learning and teaching programs. (Learning Support Centres Project) Number of teachers that participated in training in the use of assistive technology. For the purpose of this initiative, no targeted teachers are trained in the use of assistive technology. A limited number of schools currently have access to assistive technology items. This project excludes students in receipt of NSSCF laptops. Number of teachers that participated in training in the use of assistive technology. 20 Number of teachers that participated in training in the use of assistive technology. 40 Number of teachers that participated in training in the use of assistive technology. 60 Number of teachers that participated in training in the use of assistive technology. 80 Output 3: Developing support centres, which will serve as a centre of expertise in the educational, needs of students with disabilities and provide expert support to a group of other schools that may not have this expertise. The system will develop a Learning Support Centre that will inform the model for other Learning Support Centres in five other schools. (Learning Support Centres Project) Targeted professional learning and coaching focused on embedding learning technology tools into learning and teaching programs, targeting appropriate adjustments, incorporating health professional strategies into pedagogy, identifying appropriate intervention and curriculum adjustments for students with disability. (Learning Support Centres Project) Harnessing learning technology as powerful learning tools to engage students with disability across all areas of the curriculum. This includes providing appropriate assistive technology to students accessing the Learning Support Centre and developing a plan for the ongoing resourcing of 1:1 technology. (Learning Support Centres Project) 1. This activity will establish a Learning Support Centre at Good Samaritan Catholic Primary School, Fairy Meadow and build a range of support services to work in partnership with the teachers at the Learning Support Centre. (Learning Support Centres Project) 2. A diocesan model will be developed to inform the establishment of future Learning Support Centres in other systemic Catholic schools. (Learning Support Centres Project) 3. A Diocesan plan will be developed for the ongoing resourcing of assistive technology and allied health partnerships to support the Diocesan model for Learning Support. (Learning Support Centres Project) Number of support centres providing support Number of schools supported by support centres.

4 For the purposes of this intiative, 0 support centres currently established with new model. 0 schools supported. Number of schools supported by support centres. Number of support centres providing support. 1 Number of schools supported by support centres. 1 Number of support centres providing support. 2 Number of schools supported by support centres. 2 Number of support centres providing support. 3 Number of schools supported by support centres. 3 Number of support centres providing support. 6 Number of schools supported by support centres. 6 Output 4: Schools coordinating with health/allied health or other professionals to strengthen schools support for students with disabilities. The system will develop a Learning Support Centre that will inform the model for other Learning Support Centres in five other schools. (Learning Support Centres Project) Targeted professional learning and coaching focusing on embedding health professional strategies into pedagogy, learning technology tools in learning and teaching programs, targeting appropriate adjustments and identifying appropriate intervention and curriculum adjustments for students with disability. (Learning Support Centres Project) Developing collaborative partnerships with health professionals and other stakeholders by developing a strategic plan to guide the most effective sustainable model for employing speech pathologists and occupational therapists to work in partnership with Learning Support Centre teachers across the Diocese to improve the educational outcomes of students with disability. (Learning Support Centres Project) Targeted system-developed professional learning focusing on social and emotional learning, working with young people and families affected by trauma and mental health issues. (Mental Health Project) Developing collaborative partnerships with health professionals and other stakeholders including Mental Health service providers, CatholicCare, and the Local Health District Mental Health School-Link Coordinator. (Mental Health Project) Developing school based case management processes, linked to system processes that facilitate collaborative planning and teaching focusing on developing Individual Plans for students with disability who have a Mental Health diagnosis. (Mental Health Project) Collaborative planning will occur with CEO personnel, school leadership teams and staff to develop a school-based process that facilitates case management, collaborative planning and targeted intervention between the school and allied health professionals that can be rolled out to other schools with a Learning Support Centres. (Learning Support Centres Project)

5 Health professionals and school personnel will develop identification and screening processes to identify students with disability in need of specific occupation therapy and speech intervention. (Learning Support Centres Project) Health professionals will work with teachers to inform learning and teaching programs. (Mental Health Project) Identified school personnel will be provided with the opportunity to engage in targeted professional learning facilitated by health/allied professionals. (Mental Health Project) Professional learning will be provided that is linked to the Diocesan process for supporting and Managing Student Pastoral and Educational Concerns (MSPEC) to develop and assist schools to implement Individual Plans and Behaviour Support Plans for students with a disability who have a Mental Health Diagnosis. (Mental Health Project) Number of health/allied health professionals engaged to strengthen schools support for students with disabilities. Number of schools supported by health/allied health professionals. For the purpose of this initiative there are no targeted schools currently supported by health/allied professionals. Number of health/allied health professionals engaged to strengthen schools support for students with disabilities. 3 (1 Learning Support Centres Project + 2 Mental Health Project) Number of schools supported by health/allied health professionals. 3 (1 Learning Support Centres Project + 2 Mental Health Project) Number of health/allied health professionals engaged to strengthen schools support for students with disabilities. 5 (2 Learning Support Centres Project + 3 Mental Health Project) Number of schools supported by health/allied health professionals. 5 (2 Learning Support Centres Project + 3 Mental Health Project) Number of health/allied health professionals engaged to strengthen schools support for students with disabilities. 7 (3 Learning Support Centres Project + 4 Mental Health Project) Number of schools supported by health/allied health professionals. 7 (3 Learning Support Centres Project + 4 Mental Health Project) Number of health/allied health professionals engaged to strengthen schools support for students with disabilities. 10 (6 Learning Support Centres Project + 4 Mental Health Project) Number of schools supported by health/allied health professionals. 14 (6 Learning Support Centres Project + 8 Mental Health Project) Output 8: Supporting school staff to assess the current learning level of students with disabilities, adapt the teaching curriculum to suit their current level of ability and report on student progress against the adapted curriculum. Targeted professional learning and coaching focused on embedding learning technology tools into learning and teaching programs, targeting appropriate adjustments, incorporating health professional strategies into pedagogy, identifying appropriate intervention and curriculum adjustments for students with disability. (Learning Support Centres Project) Targeted system-developed professional learning focusing on social and emotional learning, working with young people and families affected by trauma and mental health issues. (Mental Health Project)

6 Developing collaborative partnerships with health professionals and other stakeholders including Mental Health service providers, CatholicCare, and the Local Health District Mental Health School-Link Coordinator. (Mental Health Project) Developing school based case management processes, linked to system processes, that facilitate collaborative planning and teaching focusing on developing individual plans for students with disability who have a Mental Health diagnosis. (Mental Health Project) 1. Diagnostic assessment will be utilised in the areas of literacy and numeracy to determine the level of need for identified students with disability. (Learning Support Centres Project) 2. Individual plans will be formed and will include identified areas for improvement, descriptions of targeted intervention programs, assistive technology supports and learning goals. (Learning Support Centres Project) 3. The system will work collaboratively with schools to implement and monitor intervention programs to inform effective pedagogy for students with disability. (Learning Support Centres Project) 4. Learning progress for targeted students will be accessed at regular intervals to determine the effectiveness of intervention and identify areas for future planning. (Learning Support Centres Project) 5. Collaborative planning will occur with CEO personnel, School Leadership teams and staff to develop a school-based process that facilitates case management, collaborative planning and targeted intervention between the school and allied health professionals that can be rolled out to other schools across the Diocese. (Mental Health Project) 6. Health Professionals will work with school staff to raise awareness of Mental Health issues for students with a disability amongst school staff with an emphasis on promotion, prevention and early intervention. (Mental Health Project) progress against adapted curriculum. For the purpose of this initiative no targeted school staff has previously been supported in assessing students with disabilities, adapting curriculum to their needs and reporting on student progress against adapted curriculum. progress against adapted curriculum. 25 (20 Learning Support Centres Project + 5 Mental Health Project) progress against adapted curriculum. 50 (40 Learning Support Centres Project + 10 Mental Health Project) progress against adapted curriculum. 75 (60 Learning Support Centres Project + 15 Mental Health Project) progress against adapted curriculum. 100 (80 Learning Support Centres Project + 20 Mental Health Project) Output 10: Supporting teachers to meet the needs of disabilities through collaborative teaching practices.

7 Targeted professional learning focusing on developing effective transition plans, implementing Diocesan Transition guidelines and protocols. (Transition Project) Developing school based processes that facilitate collaborative planning between schools and 1) parent/carers and 2) post schools service providers. This will incorporate a guided process to identify students needs in order to plan and develop appropriate transition plans for students with disability. (Transition Project) Implementing system case management processes, that facilitate collaborative teaching around identified goals focusing on developing individual plans for students with disability. (Transition Project) 1. Developing systemic approaches for schools to effectively case manage transition for students with disabilities to post school options. (Transition Project) 2. Links to external agencies will be fostered to ensure a continuum of support for students with disability. (Transition Project) 3. Provide clear links to the Diocesan process for supporting and managing Students Pastoral and Educational Concerns (MSPEC) and the online Individual Planning Tool (IP Tool) to assist schools to implement Transition Plans. (Transition Project) Number of students with disabilities Performance Indicators Number of teachers supported to meet the needs of students with disabilities through collaborative teaching practices. For the purpose of this initiative, no targeted teachers are currently supported to meet the needs of students with disabilities through collaborative teaching practices. Number of teachers supported to meet the needs of students with disabilities through collaborative teaching practices. 8 Number of teachers supported to meet the needs of students with disabilities through collaborative teaching practices. 16 Number of teachers supported to meet the needs of students with disabilities through collaborative teaching practices. 24 Number of teachers supported to meet the needs of students with disabilities through collaborative teaching practices. 32 Output 12: Providing additional support for students with disabilities to transition effectively between stages of schooling and /or from school into further education, training or employment. Targeted professional learning focusing on developing effective transition plans, implementing Diocesan Transition guidelines and protocols. (Transition Project) Developing collaborative partnerships with post-school service providers and other stakeholders by facilitating opportunities for formal and informal dialogue between post school service providers, schools and parent/carers. (Transition Project)

8 Developing school based processes that facilitate collaborative planning between schools and 1) parent/carers and 2) post schools service providers. This will incorporate a guided process to identify students needs in order to plan and develop appropriate transition plans for students with disability. (Transition Project) Description of Tasks (please number): 1. Guidelines will be developed in consultation with systemic secondary schools, parents/carers, other dioceses and service providers to support the transition of students with disabilities to post school options. (Transition Project) 2. There will be consultation with schools, parents/carers and service providers to develop Diocesan protocols for successful transition to post school. (Transition Project) 3. Professional support will be provided to schools in completing the ADHC post school options forms. (Transition Project) Performance Indicators further education, training or employment. 0 students with disabilities provided with additional support to transition between stages of schooling and/or from school into further education, training or employment. further education, training or employment. 15 further education, training or employment. 20 further education, training or employment. 35 further education, training or employment. 50