Students with Disabilities (SWD) Application Guidelines 2016

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2 Students with Disabilities (SWD) Application Guidelines 2016 Previously known as Literacy, Numeracy and Special Learning Needs (LNSLN) CRITICAL DATES Applications for the 2016 SWD Program for schools in the Archdiocese of Melbourne, or the dioceses of Ballarat, Sale and Sandhurst, close at midnight on the following dates: Round 1 closing date Ongoing, New and Review Applications FRIDAY 23 OCTOBER 2015 Round 2 closing date New Applications FRIDAY 5 FEBRUARY 2016 Applications for Ongoing, New and Review students (if applicable) are to be completed online on the CEVN website under Curriculum & Student Support/Student Services/LNSLN Programs Ongoing and Review applications must be submitted in Round 1. Only online SWD applications are accepted. All applications must be printed and signed by school staff and parents/carers before submission. The school is responsible for appropriately filing and storing signed documentation. The application guidelines are available on the Catholic Education Victoria Network (CEVN) website Curriculum & Student Support/Student Services/LNSLN programs. The application guidelines are also available to parents and external service providers at Page 2 of 47

3 TABLE OF CONTENTS Section Students with Disabilities (SWD) Overview Key Reminders Page(s) 4 4 Requirements for Establishing a Major Disability or Impairment within the SWD Guidelines: 1. Chronic Health Impairment + Flowchart Physical Disability + Flowchart Hearing Impairment + Flowchart Vision Impairment + Flowchart Intellectual Disability (ID) + Flowchart 9 11 *5a. Global Developmental Delay (GDD) + Flowchart Social Emotional Disorder (Autism Spectrum Disorder) + Flowchart *6a. Social Emotional Disorder (Other) + Flowchart Severe Language Disorder (SLD) + Flowchart *7a. Severe Developmental Verbal Dyspraxia + Flowchart Request for Therapy + Request for Equipment Equipment Uploading a LNSLN Data File 21 Details of Student Learning Program Ongoing Applications (documents required) New Applications (documents required) Review Applications (documents required) Student Search Transferring Funded Students Changing the Disability Category Guidelines for Conducting Parent Support Groups Privacy Policy Resources to Support Student Learning Programs What is an Audiogram? Determining Eligibility for Intellectual Disability and Severe Language Disorder Online Assistance 36 Further Enquiries 37 Forms 1 to Page 3 of 47

4 STUDENTS WITH DISABILITIES (SWD) OVERVIEW The objective of the Students with Disabilities (SWD) program is to improve the learning outcomes of educationally disadvantaged students, particularly in literacy and numeracy, by contributing funding for additional teaching and learning assistance. Students whose only impairments are specific learning difficulties, or for whom remedial education or remedial support is appropriate, are not eligible. Key Reminders Schools are required to complete the online application process for all eligible students (Ongoing, New and Review). The submission of SWD applications can be accessed online via the CEVN website under Data & Surveys/LNSLN Funding. Only online SWD applications are accepted. If a student learning program is not attached, the application will automatically be deemed ineligible. All students deemed eligible within the SWD program will require a review at some point post their initial assessment. Therefore, some students in Years 9, 10, 11 and 12 in 2016 may require a review assessment. Review years are indicated on the funding outcome notification following Rounds 1 and 2. Secondary schools are responsible for organising the relevant assessments that may be required to support an application to the Victorian Curriculum Assessment Authority (VCAA) for Special Provision. For more information, go to It is the responsibility of the school in which the student will be enrolled in 2016 to submit an application. It is the responsibility of the school that the student is currently attending in 2015 to arrange for any required review assessments and to electronically transfer documents to the new school. For students transferring from one Catholic school to another, it is the responsibility of the previous school to confirm the student is no longer enrolled, and for the new school to submit an application. Transfer forms are located on the CEVN website under Data & Surveys/LNSLN Funding. For each application, it is the school s responsibility to state whether a student will be in full-time or parttime attendance. If the student is attending on a part-time basis please state the Full Time Equivalent (FTE) and the other school/setting that the student will be attending. Payments to schools for parttime enrolments will be pro rata based upon February Census data. It is strongly advised that applications for all known students be submitted in Round 1. All applications must be printed and signed by school staff and parents/carers before submission. The school is responsible for appropriately filing and storing signed documentation. Please ensure that there are no photographs of students within the application documentation. Page 4 of 47

5 REQUIREMENTS FOR ESTABLISHING A MAJOR DISABILITY OR IMPAIRMENT WITHIN THE SWD GUIDELINES To be eligible within the guidelines, New and Review students must be assessed by a relevant professional in order to ascertain the severity of one of the major disabilities and/or impairments outlined below. A current assessment is one undertaken within the previous one or two years prior to the date of the Round 1 application for funding (refer to specific categories for more information). If you wish to provide evidence that the student has more than one disability, the appropriate assessments will be required for each disability. Identify the major disability under which the application will be submitted and tick one category. Students may be deemed eligible where the impairment(s) significantly impact on the student, their learning and ability to access the curriculum. 1. CHRONIC HEALTH IMPAIRMENT Criteria Documentation Required Evidence of a significant health impairment that may require regular paramedical support. Absences from school directly related to the chronic health impairment and its management. Students with Chronic Health Impairment may be deemed eligible where the impairment significantly impacts on student learning and their ability to access the curriculum as specifically evidenced in the medical specialist report/statement. A signed and dated report written by a medical specialist (within twelve months of the Round 1 submission date). A general practitioner or allied health professional is not considered a medical specialist. The report must provide details of the impairment ongoing medical management requirements impact on learning necessitating significant adjustments to curriculum and regular paramedical support/requirements. Student Learning Program (please refer to Details of Student Learning Program, page 22). Medical management plan (where relevant). If required, specialised requests for therapy documentation (please refer to Specialised Requests for Therapy, pages 19 20). If required, request for equipment documentation (please refer to Request for Equipment, pages 19 20). Page 5 of 47

6 COMPLETING A CHRONIC HEALTH IMPAIRMENT OR PHYSICAL DISABILITY APPLICATION FLOWCHART Log into CEVN-Data & Surveys-LNSLN Funding LNSLN Funding Student Search - Search for the student and open the 2016 application (New/Review/Ongoing) - Activate application by pressing save Student Details tab - Alter FTE if applicable Disability Category tab - Select Chronic Health Impairment / Physical Disability - Upload required documentation Disability Category tab - Review applications require original and review diagnostic documentation - Ongoing applications do not require diagnostic documentation Equipment tab (if applicable) - Upload required documentation Therapy tab (if applicable) - Upload required documentation Student Program tab - Type into text boxes OR - Upload program onto the Disability Category tab and tick the box on the Student Program tab Therapy tab (if applicable) - New applications require specialist report - Review applications require specialist report and Form 4 - Ongoing applications require Form 4 Student Program tab - All applications require a student learning program Submit tab - 5 green ticks = ready to submit - Print off application via link and obtain school staff and parents/carers signatures - Press submit - A confirmation will be sent to the staff member submitting the application - Status of the application will convert to submitted - Ensure that a printed and signed copy is retained in school file Page 6 of 47

7 2. PHYSICAL DISABILITY Criteria Documentation Required Please note that motor dyspraxia and/or motor coordination disorder do not meet the criteria for Physical Disability. Evidence of a physical disability that significantly impacts on learning necessitating significant adjustments to the curriculum for accessing schooling. Student may be ambulatory but mobility is generally restricted. Treatment/management of the disability includes regular monitoring and other paramedical professional support (i.e. physiotherapy). A signed and dated report written by a medical specialist (completed within twelve months of the Round 1 submission date). A general practitioner or allied health professional is not considered a medical specialist. Student Learning Program (please refer to Details of Student Learning Program, page 22). Medical management plan (where relevant). If required, specialised requests for therapy documentation (please refer to Specialised Requests for Therapy, pages 19 20). If required, request for equipment documentation (please refer to Request for Equipment, pages 19 20). 3. HEARING IMPAIRMENT Criteria Documentation Required Please refer to page 34 for further information regarding audiograms. A permanent, bilateral (both ears) hearing loss that is moderate, severe or profound (i.e. 40 decibels or greater averaged across the frequencies of 500Hz, 1000Hz and 2000Hz). A signed and dated audiogram conducted by an audiologist (completed within twelve months of the Round 1 submission date). Student Learning Program (please refer to Details of Student Learning Program, page 22). If required, request for equipment documentation (please refer to Request for Equipment, pages 19 20). Please note that when submitting a Review application for a student who has a cochlear implant(s), only original audiograms are required. Page 7 of 47

8 COMPLETING A VISION IMPAIRMENT OR HEARING IMPAIRMENT APPLICATION FLOWCHART Log into CEVN-Data & Surveys-LNSLN Funding LNSLN Funding Student Search - Search for the student and open the 2016 application (New/Review/Ongoing) - Activate application by pressing save Student Details tab - Alter FTE if applicable Disability Category tab - Select Hearing Impairment or Vision Impairment - Upload required documentation Disability Category tab - Ongoing applications do not require diagnostic documentation Equipment tab (if applicable) - Upload required documentation Student Program tab - Type into text boxes OR - Upload program onto the Disability Category tab and tick the box on the Student Program tab Student Program tab - All applications require a student learning program Submit tab - 5 green ticks = ready to submit - Print off the application via link and obtain school staff and parents/carers signatures - Press submit - A confirmation will be sent to the staff member submitting the application - Status of the application will convert to submitted - Ensure that a printed and signed copy is retained in school file - Page 8 of 47

9 4. VISION IMPAIRMENT Criteria Documentation Required Indication that the student has a bilateral vision loss and is legally blind (visual acuity is less than 6/60 with corrected vision) or visual fields are reduced to a measured arc of less than 10 degrees. A signed and dated assessment report completed by an ophthalmologist or Educational Vision Assessment Clinic (completed within twelve months of the Round 1 submission date). Student Learning Program (please refer to Details of Student Learning Program, page 22). 5. INTELLECTUAL DISABILITY Criteria Evidence of poor general cognitive functioning, which is demonstrated by a fullscale score of two standard deviations or more below the mean score on a standardised individual test of general intelligence. Evidence of significant deficits in adaptive behaviour, established by a composite score of two standard deviations or more below the mean on an approved standardised test of adaptive behaviour. If required, request for equipment documentation (please refer Request for Equipment, page 19 20). Documentation Required A signed and dated report written by a registered psychologist (completed within two years of the Round 1 submission date). For students who have dual enrolment, a letter or (dated within the last 12 months) confirming their dual enrolment is required from the special school. CECV Form 1 Intellectual Disability to be signed and dated by a registered psychologist. A history and evidence of an ongoing problem with an expectation of continuation during the school years. Student Learning Program (please refer to Details of Student Learning Program, page 22). Please note for students who have dual enrolment (i.e. special school and Catholic school) assessments are completed by the special school and their review years dictated by the special school. Please refer to page 35 for more information regarding eligibility for Intellectual Disability. Behaviour Management Plan (where relevant). Accepted Cognitive Tests: It is the psychologist s responsibility to adhere to standardised diagnostic procedures and guidelines consistent with the professional code of practice. Accepted cognitive tests: o Wechsler Pre-School and Primary Scale of Intelligence: Fourth Edition (WPPSI-IV) (2 years 6 months to 7 years 7 months). Please note that the Wechsler Pre-School and Primary Scale of Intelligence: Third Edition (WPPSI-III) will no longer be accepted from March 2015 onwards. Page 9 of 47

10 5. INTELLECTUAL DISABILITY (continued) Documentation Required (continued) Accepted Cognitive Tests (continued): o Wechsler Intelligence Scale for Children: Fourth Edition (WISC-IV) (6 years to 16 years 11 months) o o Stanford-Binet Intelligence Scale: Fifth Edition (2 years to 85+ years) Wechsler Adult Intelligence Scale-Fourth Edition (WAIS IV) (16 years to 90 years 11 months) Please note that the Wechsler Non-Verbal Scale of Ability (WNV) is designed for use with individuals of diverse cultural and/or linguistic backgrounds. It may be considered as an alternative to the WISC where a valid measure of verbal ability is not possible. The total profile of the student, including the results of the WNV, will be considered by the committee in making any determination regarding clear evidence of eligibility according to the criteria for the relevant category. Accepted Adaptive Behaviour Assessments: o Vineland Adaptive Behaviour Scales: Second Edition (Vineland-II) (Birth to 90 years) o Adaptive Behaviour Assessment System: Second Edition (ABAS-II) (Birth to 89 years) 5a. INTELLECTUAL DISABILITY GLOBAL DEVELOPMENTAL DELAY (GDD) Criteria Documentation Required Please note that this is only available for students in Foundation. Please note that eligible students will be allocated funding for 12 months. A paediatrician has confirmed a diagnosis of Global Developmental Delay and provided evidence that the impairment significantly impacts on a student s learning and the ability to access the curriculum, requiring significant adjustments to the curriculum, as specifically evidenced in the medical specialist report/statement. A signed and dated report written by a paediatrician (completed within two years of the Round 1 submission date). In place of CECV Form 1 Intellectual Disability, upload the student s report twice. The LNSLN online system will not allow the application to be submitted without this. Student Learning Program (please refer to Details of Student Learning Program, page 22). Behaviour Management Plan (where relevant). Page 10 of 47

11 COMPLETING AN INTELLECTUAL DISABILITY APPLICATION FLOWCHART Log into CEVN-Data & Surveys-LNSLN Funding LNSLN Funding Student Search - Search for the student and open the 2016 application (New/Review/Ongoing) - Activate application by pressing save Student Details tab - Alter FTE if applicable Disability Category tab - Select Intellectual Disability - Upload required documentation (i.e. psychology report and Form 1) Disability Category tab - Ongoing applications do not require diagnostic documentation Student Program tab - Type into text boxes OR - Upload program onto the Disability Category tab and tick the box on the Student Program tab Student Program tab - All applications require a student learning program Submit tab - 5 green ticks = ready to submit - Print off the application via link and obtain school staff and parents/carers signatures - Press submit - A confirmation will be sent to the staff member submitting the application - Status of the application will convert to submitted - Ensure that a printed and signed copy is retained in school file Page 11 of 47

12 6. SOCIAL/EMOTIONAL DISORDER AUTISM SPECTRUM DISORDER (ASD) Criteria Documentation Required Please note a diagnosis of Pervasive Developmental Disorder Not Otherwise Specified (PDD NOS) does not meet the funding criteria for a Social/Emotional Disorder. Please note that psychologists employed by the school cannot make diagnosis on their own. Supporting documentation from an external professional is required. For new ASD diagnosis applications, it is an expectation that a minimum of 2 health professionals have been involved in the diagnostic process. Option A - Two of the following: A registered psychiatrist A paediatrician A registered psychologist OR Option B - One of the above and an allied health professional: Speech Pathologist Occupational Therapist This includes: A clear diagnostic statement of ASD. Information regarding the clinical assessment tools used. Evidence that the impairment significantly impacts on student learning and their ability to access the curriculum, requiring significant adjustments to the curriculum. Ongoing, regular psychological or psychiatric intervention is required. A signed and dated behavioural assessment report/statement of the diagnosis written by a registered psychiatrist, paediatrician or registered psychologist (completed within two years of the Round 1 submission date). Any accompanying allied health professional reports (completed within two years of the Round 1 submission date). Review applications must have a copy of the previous diagnostic report(s) and current report/statement that reconfirms the original diagnosis and addresses the criteria. Student Learning Program (please refer to Details of Student Learning Program, page 22). Behaviour Management Plan (where relevant). Page 12 of 47

13 For Review ASD applications, it is expected that a registered psychiatrist OR a paediatrician OR a registered psychologist has provided clear evidence to support the diagnosis of Autism Spectrum Disorder. This includes: Reconfirmation diagnostic statement of ASD. Evidence that the impairment significantly impacts on student learning and their ability to access the curriculum requiring significant adjustments to the curriculum. Ongoing, regular psychological or psychiatric intervention is required. 6a. SOCIAL/EMOTIONAL DISORDER OTHER (e.g. oppositional defiant disorder, generalised anxiety disorder) Criteria Documentation Required Please note that psychologists employed by the school cannot make diagnosis on their own. Supporting documentation from an external professional is required. A registered psychiatrist, paediatrician or registered psychologist in consultation with another health professional (which can include one of the above listed or a general practitioner) has: confirmed a diagnosis of a social/emotional disorder provided evidence that the impairment significantly impacts on a student s learning and the ability to access the curriculum, requiring significant adjustments to the curriculum ongoing, regular psychological or psychiatric intervention is required. A signed and dated behavioural assessment report/statement of the diagnosis written by a registered psychiatrist, paediatrician or registered psychologist (completed within two years of the Round 1 submission date). Review applications must have a copy of the original diagnostic report(s) and updated report/statement that reconfirms the original diagnosis and addresses the criteria. Student Learning Program (please refer to Details of Student Learning Program, page 22). Behaviour Management Plan (where relevant). It is expected that students who are presenting with mental health issues are accessing mental health services (e.g. under the Better Access to mental health care through Medicare) and are being monitored by a minimum of 2 health professionals (e.g. general practitioner and psychologist). Page 13 of 47

14 COMPLETING A SOCIAL/EMOTIONAL APPLICATION FLOWCHART Log into CEVN-Data & Surveys-LNSLN Funding LNSLN Funding Student Search - Search for the student and open the 2016 application (New/Review/Ongoing) - Activate application by pressing save Student details tab - Alter FTE if applicable Disability Category tab - Select Social/Emotional Category - Upload required documentation Disability Category tab - Review applications require original and review diagnostic documentation - Ongoing applications do not require diagnostic documentation Student Program tab - Type into text boxes OR - Upload program onto the Disability Category tab and tick the box on the Student Program tab Student Program tab - All applications require a student learning program Submit tab - 5 green ticks = ready to submit - Print off the application via link and obtain school staff and parents/carers signatures - Press submit - A confirmation will be sent to the staff member submitting the application - Status of the application will convert to submitted - Ensure that a printed and signed copy is retained in school file - Page 14 of 47

15 7. SEVERE LANGUAGE DISORDER (SLD) Criteria A diagnosis of severe language disorder is determined by a speech pathologist (who is eligible for membership with Speech Pathology Australia) and a registered psychologist. Criteria The speech pathologist has provided: o o evidence of a severe, specificreceptive and/or expressive oral language disorder with results of two standard deviations or more below the mean score on a standardised oral language assessment. evidence that the oral language results cannot be accounted for by hearing loss and/or by non-english speaking background or cultural factors. The registered psychologist has provided: o o evidence of average non-verbal reasoning ability evidence that social/emotional factors do not significantly contribute to the severe language disorder (i.e. trauma or anxiety). Please refer to page 35 for more information regarding eligibility for SLD. The speech pathology report needs to provide evidence that hearing and cultural factors have been considered while the psychology report needs to provide evidence that social-emotional factors have been considered. Please note that the speech pathologist must provide a statement that outlines clearly thei r belief about the nature of the impact of EAL/D on the student s presentation of Severe Language Disorder. Documentation Required A signed and dated report and where possible CECV Form 2 Severe Language Disorder proforma completed by a speech pathologist (completed within two years of the Round 1 submission date). A signed and dated report and where possible CECV Form 3 Severe Language Disorder proforma completed by a registered psychologist (completed within two years of the Round 1 submission date). Where Forms 2 and 3 are not provided, evidence that hearing, cultural and socialemotional factors have been considered must be included in the reports. Student Learning Program (please refer to Details of Student Learning Program, page 22). Speech Pathologist It is the speech pathologist s responsibility to adhere to standardised test administration procedures and guidelines. The following factors need to be considered when providing evidence that results cannot be accounted for by a hearing loss and/or by non-english speaking background or cultural factors: o o o o length of exposure to English and language use in the home environment student experienced significant language delay in a monolingual environment results from dynamic assessment processes (monitoring of progress following targeted teaching sessions) student s Basic Interpersonal Communication Skills (BICS) versus Cognitive Academic Language Proficiency (CALP). It is expected that in the general English as an additional language/dialect (EAL/D) population, it takes 5 to 9 years for CALP to progress to the same level as English-only-speaking peers, whereas BICS usually develops within 2 years (Cummins, 2008). Page 15 of 47

16 7. SEVERE LANGUAGE DISORDER (continued) Documentation Required (continued) o possibility of a hearing impairment contributing significantly to the presenting of severe specific oral language impairment. Accepted Language Tests: o Clinical Evaluation of Language Fundamentals: Fourth Edition, Australian Standardised Edition (CELF-4 Australian) (5 years to 21 years). o o Clinical Evaluation of Language Fundamentals: Pre-School Second Edition, Australian and New Zealand Standardised Edition (CELF P 2 Australian and New Zealand) (3 years to 6 years 11 months). Test of Language Development: Primary, Fourth Edition (TOLD-P: 4) (4 years to 8 years 11 months). o Test of Language Development: Intermediate, Fourth Edition (TOLD-I: 4) (8 years to 17 years 11 months). o Test of Early Language Development: Third Edition (TELD-3) (2 years to 7 years 11 months). o Preschool Language Scale: Fourth Edition, Australian Language Adapted (PLS-4) (Birth to 6 years 11 months). o o Reynell Developmental Language Scales: Third Edition (RDLS III) (15 months to 7 years 6 months). The New Reynell Developmental Language Scales (NRDLS) (2 years to 7 years 5 months). Please note that an assessment conducted in the student s first language is only appropriate where formal assessment tools designed and normed in that language are used AND the student has only limited exposure to English. If a student is being assessed in their first language, it is deemed inappropriate to use a translated version of an English assessment tool (Bedore & Peña, 2008). Registered Psychologist, Accepted Cognitive Tests: o Wechsler Pre-School and Primary Scale of Intelligence: Fourth Edition (WPPSI-IV) (2 years 6 months to 7 years 7 months). o Wechsler Intelligence Scale for Children: Fourth Edition (WISC-IV) (6 years to 16 years 11 months). o o Stanford Binet Intelligence Scale: Fifth Edition. Wechsler Adult Intelligence Scale: Fourth Edition (WAIS IV). Please note that the Wechsler Pre-School and Primary Scale of Intelligence: Third Edition (WPPSI-III) will no longer be accepted from March 2015 onwards. The use of the Wechsler Non-Verbal Scale of Ability (WNV) is designed for use with individuals of diverse cultural and/or linguistic backgrounds. It may be considered as an alternative to the WISC where a valid measure of verbal ability is not possible. The total profile of the student, including the results of the WNV, will be considered by the committee in making any determination regarding clear evidence of eligibility, according to the criteria for the relevant category. Page 16 of 47

17 7a. SEVERE LANGUAGE DISORDER SEVERE DEVELOPMENTAL VERBAL DYSPRAXIA Criteria Documentation Required A speech pathologist has confirmed a diagnosis of Severe Developmental Verbal Dyspraxia and provided evidence that the student presents with severely unintelligible conversational speech that has a significant impact on their learning, necessitating significant adjustments to curriculum and regular allied health support/requirements. A signed and dated detailed report (completed within two years of the Round 1 submission date) by a speech pathologist that includes: o full assessment results o degree of severity o details of the features of dyspraxia with which the student presents o severity of its impact within a conversational context and on literacy development. Please note evidence to support a diagnosis of Severe Developmental Verbal Dyspraxia will include the use of appropriate assessment tools such as: Verbal Motor Production Assessment for Children (VMPAC) The Apraxia Profile A signed and dated CECV Form 2 Severe Language Disorder proforma completed by a speech pathologist that indicates that the application is for Severe Developmental Verbal Dyspraxia (completed within twelve months of the submission date). In place of CECV Form 3 Severe Language Disorder proforma, upload the student s report twice. An assessment by a psychologist is not required when an application is made for severe developmental verbal dyspraxia; however, the system will not allow the LNSLN online application to be submitted without this proforma. Student Learning Program (please refer to Details of Student Learning Program, page 22). Page 17 of 47

18 COMPLETING A SEVERE LANGUAGE DISORDER APPLICATION FLOWCHART Log into CEVN-Data & Surveys-LNSLN Funding LNSLN Funding Student Search - Search for the student and open the 2016 application (New/Review/Ongoing) - Activate application by pressing save Student Details tab - Alter FTE if applicable Disability Category tab - Select Severe Language Disorder - Upload required documentation (i.e. speech and psychology reports, Form 2 and Form 3) Disability Category tab - Ongoing applications do not require diagnostic documentation Student Program tab - Type into text boxes OR - Upload program onto the Disability Category tab and tick the box on the Student Program tab Student Program tab - All applications require a student learning program Submit tab - 5 green ticks = ready to submit - Print off the application via link and obtain school staff and parents/carers signatures - Press submit - A confirmation will be sent to the staff member submitting the application - Status of the application will convert to submitted - Ensure printed and signed copy is retained in school file - Page 18 of 47

19 REQUEST FOR THERAPY Criteria Chronic Health Impairment and Physical Disability only. Therapy services are available for eligible students who are funded within the categories of physical disability or chronic health impairment, and who require physiotherapy and/or occupational therapy support as an integral component of the submitted program. In relation to the provision of Speech Pathology services, please note that this is only provided for students with a physical disability who require augmentative and/or alternative means of communication. Documentation required: For New and Review applications a signed and dated letter of endorsement written by a medical specialist, physiotherapist or occupational therapist (completed within twelve months of the Round 1 submission date) is required. A general practitioner is not considered a medical specialist. For Ongoing and Review applications, CECV Form 4 SCOPE (VIC) Ltd Module Recommendations completed by a Scope physiotherapist or occupational therapist. REQUEST FOR EQUIPMENT Criteria Chronic Health Impairment, Physical Disability, Hearing Impairment and Vision Impairment only. Requests for specialist equipment at the value of $ or more will be considered for eligible students who are funded under the above-listed categories. It should be evident that the equipment is an integral component of the submitted program. Documentation required: For a student with a vision impairment, a Visiting Teacher (Vision Impaired) from the Catholic Education Office, or Vision Australia, may write a statement endorsing equipment. For a student with a hearing impairment, a Visiting Teacher (Hearing Impaired) from the Catholic Education Office, or an audiologist, may write a statement endorsing equipment. For a student with a physical disability/chronic health impairment, a Visiting Teacher (Physical Disability) from the Catholic Education Office, a physiotherapist, an occupational therapist, a speech pathologist, or ComTEC may write a statement endorsing equipment. Quotes for each piece of requested equipment. Please note that ipads and/or laptops will only be approved if considered specialised equipment. Approved costs do not include GST, cost of delivery/installation and/or maintenance. Please ensure that you submit individual equipment requests if requesting more than one item. Page 19 of 47

20 SPECIALISED REQUEST FOR THERAPY AND EQUIPMENT CATEGORY THERAPY EQUIPMENT ( $300.00) Chronic Health Impairment Eligible for therapy Eligible for equipment Physical Disability Eligible for therapy Eligible for equipment Hearing Impairment Vision Impairment Intellectual Disability Social/Emotional Disorder Severe Language Disorder X Not eligible for therapy X Not eligible for therapy X Not eligible for therapy X Not eligible for therapy X Not eligible for therapy Eligible for equipment Eligible for equipment X Not eligible for equipment X Not eligible for equipment X Not eligible for equipment Please note that once equipment requests have been approved, a signed SWD Equipment Request report and receipt(s) confirming the purchase of equipment must be provided to the Catholic Education Office Melbourne by the end of Term 2, 2016 in order for schools to receive reimbursement. Page 20 of 47

21 UPLOADING A LNSLN DATA FILE Online LNSLN funding applications require an Online Data Transfer (ODT) to be uploaded. An application cannot be commenced until the student data process is successfully completed. The student data process is managed by Administration Support in the school and is a similar process to that undertaken for census purposes. Refer to online tutorial. Complete these three steps when applying for funding for students: 1. Ensure that the student is registered in the school s administration system as a current or prospective student. 2. Produce the LNSLN file from the school s administration system and upload via the CEVN website under Data & Surveys. The relevant link, titled SWD (LNSLN) ODT File, can be found under the section Ongoing Data Collections. Each Admin Pack has its own set of rules to follow in order for the student to appear, e.g. SAS schools trying to load up new LNSLN Application students need to do the following: 1. Make sure the commencement year for the student is next year. 2. Set the enrolment status of the student to Accept. The ACCEPT option is located in PEOPLE > ENROLMENTS > STATUS tab. 3. Tick the Apply for Services Funding option on the More tab. For further assistance, contact the school administration software supplier. 3. Complete and submit the 2016 online application before the closing date. Note: The SWD (LNSLN) ODT File is used for both prospective students and those who are currently at the school and applying for funding for the first time. Ineligible Round 1 Applications can be resubmitted at Round 2, as a complete application but they must contain new and relevant information (uploaded) to assist in determining eligibility. For students transferring from one Catholic school to another it is the responsibility of the previous school to complete the LNSLN online transfer requirements and for the new school to submit an application. Refer to online tutorial regarding student transfers available on the CEVN site Curriculum & Student Support/Student Services/LNSLN programs. For students transferring from one Catholic school to another between Rounds 1 and 2 it is the responsibility of the previous school to complete the application transfer consent form (LNSLN online). Refer to online tutorial regarding student transfers available on the CEVN site. Page 21 of 47

22 DETAILS OF STUDENT LEARNING PROGRAM A student learning program must be attached to every submission (Ongoing, New and Review) for schools to receive financial support. If a student learning program is not attached, the application will automatically be deemed ineligible. CECV Appraisal Committees recommend the provision of supplementary strategic funding to support school programs for students with special learning needs (disabilities). This strategic funding is to enable students to fully access the curriculum and improve participation and outcomes. The student learning program submitted by the Program Support Group should outline curriculum objectives consistent with the principles outlined in state and national curriculum guidelines. The student learning program should: outline the student s learning achievements for 2015 (Ongoing and Review applications) explain the impact the student s disability has on his/her access to the regular curriculum (identify key areas) and outline adjustments required and implemented outline the learning outcomes proposed for 2016, which will improve participation, based on a Personalised Learning Plan and/or Behaviour Support Plan (primary/secondary) or Individual Pathways Plan (secondary) outline the adaptive strategies, supports and activities for the implementation of the program outline the monitoring, assessment, indicators of outcome achievement and program reporting procedures planned by the Program Support Group to evaluate the 2016 program outcomes. Points to consider: From Year 4, programs developed should increasingly consider the needs of the student in transition to secondary school. Programs for secondary students should increasingly consider post-school pathway plans (Individual Learning Plans). ONGOING APPLICATIONS (documentation required) All categories Student learning program (if not attached, the application will be automatically deemed ineligible) Chronic Health Impairment and Physical Disability Chronic Health Impairment, Physical Disability, Vision Impairment and Hearing Impairment Therapy request documentation (if applicable) Equipment request documentation (if applicable) For Ongoing applications for students whose program needs have significantly changed, or where there is a change of category, schools should submit a new application with supporting documentation from the relevant specialist. These applications are to be submitted with the Round 1 New and Review Applications. Refer to LNSLN Online Tutorial under Data & Surveys/LNSLN Funding and/or LNSLN Frequently Asked Questions, which can be located via the CEVN website under Data & Surveys/LNSLN Programs, for further support. Page 22 of 47

23 NEW APPLICATIONS (documentation required) All categories student learning program (if not attached, the application will be automatically deemed ineligible) current diagnostic documentation Chronic Health Impairment and Physical Disability Chronic Health Impairment, Physical Disability, Vision Impairment and Hearing Impairment Therapy request documentation (if applicable) Equipment request documentation (if applicable) REVIEW APPLICATIONS (documentation required) All categories student learning program (if not attached, the application will be automatically deemed ineligible) current diagnostic documentation Review applications for the categories of Social/Emotional Disorder, Physical Disability and Chronic Health Impairment must include: previous diagnostic documentation current diagnostic documentation that provides a clear statement of the current diagnosis, evidence of review assessment and information regarding the student s current level of functioning necessitating significant adjustments. Examples include: Social/Emotional Disorder: Social, communication (including pragmatic language), behavioural (including motor skills), learning styles, curriculum modification, transition, cognition, and ongoing monitoring/counselling. Physical Disability: School attendance, equipment, medical procedures, attendant care issues, balance and mobility, safety and immunological system, communication (i.e. augmentative and alternative communication (AAC) and sensory (i.e. vision/hearing). Chronic Health Impairment: Social, communication, school attendance, equipment, access to environment, medical procedures, administration of medication, personal hygiene, and mobility. Chronic Health Impairment and Physical Disability Chronic Health Impairment, Physical Disability, Vision Impairment and Hearing Impairment Therapy request documentation (if applicable) Equipment request documentation (if applicable) Page 23 of 47 PAGE 17

24 STUDENT SEARCH Student records can be accessed through the student search section. It is generally recommended that only the first name and surname details be entered into student search in order to view the current and previous records of that student. When a funding application is submitted, the status of the record will change. 1. An application has not been activated. Program Year Review Year Round 2 Status Current School Coop, Samuel Gender: M DOB 01/01/2008 New 2016 N E5000 St Christopher s If the student cannot be found, an LNSLN ODT file needs to be uploaded. Please refer to page An application has been activated but it is still being worked on (draft status). Program Year Review Year Round 2 Status Current School Coop, Samuel Gender: M DOB 01/01/2008 New 2016 N Draft E5000 St Christopher s 3. An application has been submitted and is waiting to be assessed by the funding committee (submitted status). When an application is successfully submitted, a return with a receipt number is automatically sent to confirm that the application is received. When schools have finished submitting all their applications for the upcoming round, they can cross check that all submissions have been submitted by searching for any applications still in draft. An applications in draft has not been completely submitted. Program Year Review Year Round 2 Status Current School Coop, Samuel Gender: M DOB 01/01/2008 New 2016 N Submitted E5000 St Christopher s 4. An application has been deemed eligible with a review year of 2018 (accepted status). Program Year Review Year Round 2 Status Current School Coop, Samuel Gender: M DOB 01/01/2008 New N Accepted E5000 St Christopher s 5. An application has been deemed ineligible and a new record for a Round 2 application can be activated (ineligible status). Program Year Review Year Round 2 Status Current School Coop, Samuel Gender: M DOB 01/01/2008 New 2016 Y E5000 St Christopher s New N Ineligible E5000 St Christopher s Page 24 of 47

25 PAGE 19 TRANSFERRING FUNDED STUDENTS Schools must complete the transfer process for any student transferring from one Catholic school to another, or out of the Catholic System (i.e. either to another educational sector or on completion of their schooling). For further information, please refer to the SWD Online Tutorial and/or SWD Frequently Asked Questions, which can be located via the CEVN website under Data & Surveys/LNSLN funding. A. TRANSFERRING STUDENTS BETWEEN CATHOLIC SCHOOLS IN VICTORIA Current School 1. The status of the student s record should be Ongoing or Review. If a new application has been initiated by the current school, it cannot be transferred. Rather, the new school has to activate a new application. 2. Locate the student s 2016 record through the student search area. 3. On the Student Details tab tick the box This student will be transferred to a different school for the application year. 4. Then from the drop down box next to Application Transfer Destination, select where the student will be transferring (i.e. Victorian Catholic School) and the specific Catholic school they will be attending from the drop down box next to Transfer to School. Note: The student record will only transfer if the new school has also uploaded a SWD (LNSLN) ODT File for that student. Page 25 of 47

26 5. Under the Forms tab, select Form 5: Parent Transfer Consent Form. This form must be completed and signed by the parents/carers. Then upload the completed Form 5 as a supporting document under the tick box Parent approval has been granted to transfer student records to new school and press save. 6. If the student is up for review, it is the responsibility of the current school to arrange for any required review assessments and to upload them onto the Disability Category tab. 7. Click on the Submit tab and download the View the application (PDF) in order to obtain appropriate signatures. Once this has been completed, tick on the confirmation box Please confirm that all relevant forms have been completed and signed by school staff and parent/guardian/carer(s) before submitting, then press submit. 8. A validation error message may appear: This student was not found at the destination school. The student must exist at the destination school before they can be transferred. This may be because a. the spelling of the full name does not match (should reflect the details on the birth certificate) OR b. the date of birth of the student does not match OR c. the SWD (LNSLN) ODT File has not been loaded for the student. The current school must contact the new school to determine where the error is and then press submit again once the error(s) has been corrected. If the submit button is not pressed by the current school, the transfer will not occur. Page 26 of 47 PAGE 20

27 New School 1. The new school has to upload a SWD (LNSLN) ODT File ensuring that the spelling of the name and date of birth details match with those of the current school (should reflect the details on the birth certificate). This needs to be completed in order for the current school to transfer the student record successfully. 2. A new 2016 record for the transferring student. Do not activate this record by clicking on save. If this is done, duplicate 2016 records will be created. 3. Once the current school has completed the transfer process, the new school can click on the 2016 student record for the transferring student, which results in an accept transfer message appearing. 4. When the new school clicks on accept transfer, the status of the transferring student will automatically convert from New 2016 to Ongoing 2016 or Review 2016 depending on their current status. 5. The new school is responsible for: a. checking that all the required documents for the 2016 application have been uploaded b. writing the 2016 Student Learning Program c. obtaining signatures and submitting the application. B. TRANSFERRING A STUDENT POST AN APPLICATION BEING SUBMITTED AND ACCEPTED FOLLOWING CLOSING OF ROUND 1 or 2 and PRIOR TO FEBRUARY CENSUS At times schools are notified that a student is transferring following an SWD application already being submitted and accepted. The following steps should be completed: New School 1. Upload a SWD (LNSLN) ODT File for the transferring student. 2. Complete a Form 6 SWD Application Transfer Consent Form (CEVN-Student Services Melbourne) and a 2016 Student Learning Program. 3. the completed Form 6 and the 2016 Student Learning Program to LNSLNquery@ceomelb.catholic.edu.au. The transfer will then be completed internally. Page 27 of 47

28 CHANGING THE DISABILITY CATEGORY The change of disability category process has two components, and consists of withdrawing the student from the current category and submitting an application the New category. Please ensure that you complete the entire process. Note: Changing the selected category on the Disability Category tab (particularly when the student is up for review) is not the correct process. 1. Locate the student s 2016 record through the student search area. 2. On the Student Details tab tick the box This student will be transferred to a different school for the application year. Then select the Change of Disability Category option from the Application Transfer Destination drop down box and press save. 3. Click on the Submit tab and tick on the confirmation box Please confirm that all relevant forms have been completed and signed by school staff and parent/guardian/carer(s) before submitting. Then press submit. 4. Select Student Search and refresh your search. You will notice that the Review or Ongoing application under the previous category now has a Withdrawn status and New record for the same program year appears. A New application under the new application can now be initiated. Page 28 of 47

29 GUIDELINES FOR CONDUCTING PROGRAM SUPPORT GROUPS The education of each student in a Catholic school is a partnership between parents, as the first educators of the child, and the school to whom they entrust their child. As the active engagement of parents is critical to each student s wellbeing and learning, Catholic schools aim to create welcoming environments where schools are core community centres. Effective communication between home and school is essential for developing and maintaining a positive partnership. This partnership is of critical importance when planning programs for students with diverse learning needs. For these students, formal communication takes place through regular Program Support Group meetings. A Program Support Group (PSG) may also be referred to as a Student Support Group (SSG) guidelines2013.pdf. In planning for a Program Support Group meeting, schools will have followed the steps outlined in the Intervention Framework, and have worked through the processes of Identification, Assessment and Analysis and Interpretation. They will be ready to commence specific planning for the Learning and Teaching stage. At the Learning and Teaching stage, schools will have identified students with diverse learning needs and will be in the process of planning and documenting where to next for this student. A Program Support Group consists of: parent/guardian/carer(s) of the student advocate for the parent/guardian/carer(s) (where nominated by them) student s teacher(s) or nominated responsible teacher(s) (secondary) principal or nominee (to act as chairperson) student (where appropriate) invited consultants to the PSG (e.g. psychologists, speech pathologists, occupational therapists, physiotherapists, school advisers and visiting teachers). The aims of a Program Support Group are to: ensure that those with the most knowledge of, and responsibility for the student, work together to establish shared goals for the student s educational future plan reasonable adjustments for the student to access the curriculum and participate in their education provide educational planning that is ongoing throughout the student s school life monitor the progress of the student. In order to achieve these aims the Program Support Group will: identify the student s progress determine any adjustments to be made to the curriculum plan an appropriate educational program develop a Personalised Learning Plan discuss the plan with teachers and provide support to implement it provide advice to the principal concerning the diversity of educational needs of the student and the types of resources required to meet these needs review and evaluate the student s program at least once per term, and at other times if requested by any member of the group. Note: Teachers will continually review and evaluate the student s program in light of student progress and report this via the PSG at least once a term. Page 29 of 47

30 By the end of the PSG meeting there should be a written summary or plan of agreed actions. These should include the issue, the action, the person responsible and when the action is to be completed. In addition: Agreed actions should be read back to the group at the end of the meeting. All members of the group should receive a copy of the minutes. Program development should comply with relevant legislative guidelines such as the Disability Discrimination Act (1992), Disability Standards for Education (2005), the Victorian Equal Opportunity Act (2011) and CECV policies. It is recommended that the Student Support Group Guidelines document published by the Department of Education and Early Childhood Development (DEECD) be utilised as a detailed reference in this area portguidelines2013.pdf. Note this document is updated regularly. Another resource covering this area is Positive Education Planning: Supporting Students with a disability in Victorian government primary schools (2nd Edition, 2012) PRIVACY POLICY Details regarding the latest privacy policy can be accessed by contacting the CECV. If you would like further information about the way the CECV manages the personal information it holds, please contact: Executive Director Catholic Education Commission of Victoria Ltd. PO Box 3 EAST MELBOURNE VIC 8002 Telephone: (03) Facsimile: (03) secretary@cecv.catholic.edu.au Page 30 of 47

31 RESOURCES TO SUPPORT STUDENT LEARNING PROGRAMS The following resources may be of assistance in developing and implementing student learning programs and working with families. Organisations and associations Catholic Education Victoria Network (CEVN): Student and Family Engagement Group School Advisers (Additional Learning Needs, Visiting Teachers, Speech Pathologists, Psychologists). Contact/website details James Goold House CEOM Regional offices Eastern Northern Southern Western Diocesan offices Ballarat Sale Sandhurst Autism information SWD application guidelines Scope therapy manual Association for children with a disability: support and information (including Positive education planning ) Positive partnerships: Autism information and online training modules. Royal Children s Hospital, Parkville: parents (health information, service providers, support groups information) practitioners directory community services directory (community services, mental health, etc.). Carers Victoria: advice and support Page 31 of 47

32 Australian Psychological Society: links to Kidsmatter, find a psychologist, and information regarding Medicare services provided by psychologists. Catholic Care: counselling service, school refusal program. Monash Medical Centre: children s department (including developmental disabilities clinic) lth_professionals/ Krongold Centre: educational and developmental psychology services, sleep service, gifted education. Monash University: school refusal program. community-clinics/krongold-centre/ Government agencies and services Bar none community awareness kit for schools Contact details Australian Government Department of Education Centrelink National Disability Co-ordination Officer program: universities and TAFEs. nk velopmental/clinical-research/school-refusalprogram/ Australian Disability Clearinghouse on Education and Training: post-secondary school and training. Australian Government Department of Families, Housing, Community Services and Indigenous Affairs: includes People with Disability. Page 32 of 47

33 Better Health Channel information, healthy living, services and support. Victorian Department of Human Services Australian Human Rights Commission: includes Disability Discrimination Act. Raising Children Network (Australian Government parenting website): newborn to early teens, special needs, parents, etc. Child and Youth Mental Health Service (CYMHS): Multi-disciplinary service. Page 33 of 47

34 WHAT IS AN AUDIOGRAM? An audiogram is a graph that shows how softly an individual is able to hear sounds across a range of pure tones (pitches/frequencies) (Victorian Deaf Society, 2010). The vertical axis refers to the loudness of the sound while the horizontal axis refers to frequencies (low frequencies (e.g. humming of an engine) to high frequencies (e.g. twitter of a bird). An O is often used to indicate the right ear threshold while an X indicates the left ear threshold (Australian Hearing, 2013). To meet the criteria for LNSLN funding under the category of Hearing Impairment the student must have a permanent, bilateral (both ears) hearing loss that is moderate, severe or profound (i.e. 40 decibels or greater averaged across the frequencies of 500Hz, 1000Hz and 2000Hz). To calculate this, identify the decibel level for each ear at 500Hz, 1000Hz, 2000Hz. Add all six readings and divide by six. If the averaged hearing level indicates a decibel reading of 40 or more, the student meets the LNSLN criteria. Figure 1: Audiogram (unaided) (Adapted from Australian Hearing, 2013) Loudness db (hearing level) Soft Frequency Hz (pitch of sound) Low Loud O - Right ear hearing threshold X - Left ear hearing threshold For example: EAR 500Hz 1000Hz 2000Hz O RIGHT 50 db 70 db 85 db Average db X LEFT 55 db 65 db 85 db ( )/6 = 68 db As the hearing loss is greater than 40dB across the three frequencies, this individual would meet the criteria for LNSLN funding under the criteria of Hearing Impairment. Page 34 of 47

35 DETERMINING ELIGIBILITY FOR INTELLECTUAL DISABILITY AND SEVERE LANGUAGE DISORDER In order for students to meet the criteria for LNSLN funding under the categories of Intellectual Disability and Severe Language Disorder they need to demonstrate the following: CATEGORY RESULTS Intellectual Disability * Please refer to page 9. Severe Language Disorder * Please refer to page 15. Evidence of poor general cognitive functioning that is demonstrated by a full scale score of two standard deviations or more below the mean score on a standardised individual test of general intelligence. * i.e. Full scale score of 70 or below. Significant deficits in adaptive behaviour established by a composite score of two standard deviations or more below the mean on an approved standardised test of adaptive behaviour. Evidence of a severe, specific-receptive and/or expressive oral language disorder with results of two standard deviations or more below the mean score on a standardised oral language assessment. * i.e. Receptive and/or expressive language score of 70 or below (significantly below the average range). AND Evidence of average non-verbal reasoning ability. * i.e. Perceptual reasoning/performance score on a cognitive assessment must be 85 or above (average range). Figure 2: Normal Distribution (Adapted from Assessment Psychology Online, 2013) 2 standard deviations or more below the mean Average range Page 35 of 47

36 ONLINE ASSISTANCE For further information regarding LNSLN online applications, please log onto CEVN/Data & Surveys/LNSLN Funding to access the below links: 1. LNSLN Online Tutorial for Ongoing Applications 2. SWD Online Tutorial for New and Review Applications 3. SWD Frequently Asked Questions (FAQ) for SWD Online Applications (updated February 2015) PAGE 30 Page 36 of 47

37 FURTHER ENQUIRIES Should you have any queries please contact the relevant person/diocese below: Archdiocese of Melbourne Ms Judy Connell Manager, Student Learning Programs Catholic Education Office Melbourne PO BOX 3 EAST MELBOURNE VIC 8002 Telephone: (03) Facsimile: (03) juconnell@ceomelb.catholic.edu.au Miss Frieda Lai Education Officer with Specific Responsibility (SWD), Student Learning Programs Catholic Education Office Melbourne PO BOX 3 EAST MELBOURNE VIC 8002 Telephone: (03) Facsimile: (03) flai@ceomelb.catholic.edu.au Diocese of Ballarat Diocese of Sandhurst Diocese of Sale Ms Susan Rampling Education Officer, Student Services Catholic Education Office PO Box 576 BALLARAT VIC 3353 Telephone: (03) Facsimile: (03) srampling@ceoballarat.catholic.edu.au Miss Joy Ready Senior Education Officer Catholic Education Office PO BOX 477 BENDIGO CENTRAL VIC 3550 Telephone: (03) Facsimile: (03) jready@ceosand.catholic.edu.au Mr Barry Soraghan Manager of Student Services Catholic Education Office PO BOX 322 WARRAGUL VIC 3820 Telephone: (03) Facsimile: (03) bsoraghan@ceosale.catholic.edu.au Page 37 of 47

38 Students with Disabilities Program 2016 Form 1: Intellectual Disability Form to assist confirmation of eligibility to be completed by a registered psychologist. The nominated student has been assessed within the SWD 2016 Guidelines by a registered psychologist to provide evidence that the student has an Intellectual Disability. An Intellectual Disability is confirmed following consideration of the results of a cognitive and adaptive behaviour assessment administered by a registered psychologist. Assessments are required to be completed within two years of the Round 1 submission date in order to be considered for SWD 2016 funding. It is the psychologist s responsibility to ensure that standardised test administration procedures and guidelines are adhered to. PAGE 33 Accepted Cognitive Tests: - Wechsler Pre-School and Primary Scale of Intelligence: Fourth Edition (WPPSI-IV) (2 years 6 months to 7 years 7 months) Please note that the Wechsler Pre-School and Primary Scale of Intelligence: Third Edition (WPPSI-III) is no longer accepted. - Wechsler Intelligence Scale for Children: Fourth Edition (WISC-IV) (6 years to 16 years 11 months) - Stanford-Binet Intelligence Scale: Fifth Edition (2 years to 85+ years) - Wechsler Adult Intelligence Scale: Fourth Edition (WAIS IV) (16 years to 90 years 11 months) Please note that the use of the Wechsler Non- Verbal Scale of Ability (WNV) is designed for use with individuals of diverse cultural and/or linguistic backgrounds. It may be considered where a valid measure of verbal ability on the WISC is not considered reliable. The total profile of the student including the results of the WNV will be considered by the committee in making any determination regarding clear evidence of eligibility according to the criteria for the relevant category. Accepted Adaptive Behaviour Assessments: - Vineland Adaptive Behaviour Scales: Second Edition (Vineland-II) (birth to 90 years) - Adaptive Behaviour Assessment System: Second Edition (ABAS-II) (birth to 89 years) Section One School Name: Location: E No: E Student Surname: Student First Name: 2016 Year Date of Birth: Level: Section Two Psychologist s Name: Name of Agency: Date of Assessment: Telephone: Title First Name Surname Facsimile: Page 38 of 47

39 WPPSI IV Date Tested: RESULTS IQ SCORE PERCENTILE RANKING Verbal Comprehension Index Visual Spatial Index Fluid Reasoning Index Working Memory Index Processing Speed Index Full Scale IQ WISC-IV Date Tested: STANFORD BINET 5 th Ed Date Tested: WAIS-IV RESULTS IQ SCORE PERCENTILE RANKING Verbal Comprehension Index Perceptual Reasoning Index Working Memory Index Processing Speed Index Date Tested: Full Scale IQ ADAPTIVE DOMAIN STANDARD SCORE/ COMPOSITE SCORE PERCENTILE RANK ADAPTIVE LEVEL Adaptive Behaviour Indicate Assessment Used: Vineland-II OR ABA-II Communication Skills or Conceptual Daily Living Skills or Practical Socialisation Skills or Social Adaptive Behaviour Composite or GAC Date tested: Signed: Date: Page 39 of 47

40 Students with Disabilities Program 2016 Form 2: Severe Language Disorder Form to assist confirmation of eligibility to be completed by a speech pathologist. A diagnosis of severe language disorder is determined by a speech pathologist (who is eligible for membership in Speech Pathology Australia) (Form 2) and a registered psychologist (Form 3). Nominated students must be assessed by a speech pathologist within the SWD 2016 guidelines to provide evidence that the student does not have hearing or English as an Additional Language/Dialect and cultural factors that significantly contribute to the presenting language difficulties. Please tick the box if this is a Severe Developmental Verbal Dyspraxia application Please attach a comprehensive diagnostic report written by a speech pathologist with attention given to the impact of dyspraxia on intelligibility of speech and literacy development. Refer to SWD 2016 Guidelines (page 17). Section One School Name: Location: E No: E Student Surname: Student First Name: 2016 Year Date of Birth: Level: Section Two Speech Pathologist s Name: Name of Agency: Date of Assessment: Telephone: Title First Name Surname Facsimile: Address: TEST INFORMATION TESTS ADMINISTERED SCORES Receptive Language Expressive Language As a qualified speech pathologist completing this assessment: I believe that the above scores are an accurate representation of the student s oral language abilities and where CELF-4 or CELF-Preschool 2 scores have been reported, these are based on Australian normative data. Page 40 of 47

41 Please outline any additional comments related to this oral language assessment: Does the student have a history of hearing impairment? No Yes If YES, please detail evidence ruling out this variable as contributing significantly to the presenting severe specific oral language impairment. Does the student have a history of English as an Additional Language/Dialect (EAL/D)? No Yes If YES, please detail evidence ruling out this variable as contributing significantly to the presenting severe specific oral language impairment. The following factors need to be considered when providing evidence that results cannot be accounted for by a hearing loss and/or by non-english speaking background or cultural factors: - The length of exposure to English and language use in the home environment. - The student experienced significant language delay when in a monolingual environment. - The results from dynamic assessment processes (monitoring of progress following targeted teaching sessions). - The student s Basic Interpersonal Communication Skills (BICS) versus Cognitive Academic Language Proficiency (CALP). It is expected that in the normal English as an additional language/dialect (EAL/D) population it takes 5 to 9 years for CALP to progress to the same level as English-only-speaking peers, whereas BICS usually develops within 2 years (Cummins, 2008). Please note that the speech pathologist should provide a statement that outlines clearly their belief about the nature of the impact of EAL/D on the student s presentation of Severe Language Disorder. Please note that assessment in a student s first language is only appropriate where formal assessment tools designed and normed in that language are used and the student has only limited exposure to English. If you are assessing a student in their first language it is deemed inappropriate to use a translated version of an English assessment tool such as those listed in the LNSLN guidelines. (Bedore & Peña 2008) The statement should provide evidence and clarity as to the speech pathologist s belief about the nature of the impact of English as an Additional Language/Dialect (EAL/D) on his/her presentation with a Severe Language Disorder. Signed: Date: Page 41 of 47

42 Students with Disabilities Program 2016 Form 3: Severe Language Disorder Form to assist confirmation of eligibility to be completed by a registered psychologist. A diagnosis of severe language disorder is determined by a speech pathologist (who is eligible for membership in Speech Pathology Australia) (Form 2) and a registered psychologist (Form 3). Nominated students must be assessed by a registered psychologist within the SWD 2016 guidelines to provide evidence that the student does not have social-emotional and/or cognitive factors that significantly contribute to the presenting language difficulties. Section One School Name: Location: E No: E Student Surname: Student First Name: Date of Birth: 2016 Year Level: Section Two Psychologist s Name: Title First Name Surname Name of Agency: Date of Assessment: Telephone: Facsimile: Address: Page 42 of 47

43 WPPSI-IV Date Tested: RESULTS IQ SCORE PERCENTILE RANKING Verbal Comprehension Index Visual Spatial Index Fluid Reasoning Index Working Memory Index Processing Speed Index Full Scale IQ Nonverbal Ancillary WISC-IV Date Tested: STANFORD BINET 5 th Ed Date Tested: WAIS-IV Date Tested: RESULTS IQ SCORE PERCENTILE RANKING Verbal Comprehension Index Perceptual Reasoning Index Working Memory Index Processing Speed Index Full Scale IQ Comments regarding cognitive factors: Does the student present with social-emotional factors which require comment? No Yes If yes, please detail evidence regarding these social-emotional factors and provide evidence ruling out these as a variable contributing significantly to the presenting severe language disorder. Signed: Date: Page 43 of 47

44 Students with Disabilities Program 2016 Form 4: Scope (Vic) Ltd 2016 Module recommendations to be completed by Scope (Vic) Ltd therapist. Scope therapy services are only available for students who are funded within the categories of chronic health impairment or physical disability. The aim of the therapy service is to support schools to successfully include students in all of the educational programs, curriculum key learning areas and within the whole school community. School Name: Location: E No: E Student Surname: Student First Name: Diagnosis: Date of Birth: Therapist Name: Scope Region: Title First Name 2016 Year Level: Surname 2015 Module: 1. List the educational goals identified for 2016 in which therapy will be a core component. 2. State how therapy will assist the student to demonstrate better outcomes across the core curriculum. Page 44 of 47

45 3. Please tick the module that is recommended for 2016: Review Module 1 Module 2 Module 3 If this is different to the current module, please describe why there is a need for a change of module and goals being targeted (please attach further information as required.) 4. Please indicate if speech therapy is recommended for Please note that speech therapy is only available for students requiring alternative/augmentative communication support. Yes No If yes, please indicate the speech and language goals being targeted. Signed: Date : Therapist : Physiotherapist Occupational Therapist Page 45 of 47

46 2016 Form 5: Parent Student Transferring Consent Form Proposed Information Uses and Disclosures The Students with Disabilities (SWD) program administered by the Catholic Education Commission of Victoria assists schools to include students with additional needs in Catholic schools. In order to confirm eligibility for funding, the schools supply the CECV with copies of relevant documents such as assessments, medical reports and details of educational programs. The documents are lodged electronically. This form provides permission for the sharing of personal information pertaining to the child s education and care program between the school the child is currently attending, the CECV and the school the child will transfer to. This information may include history regarding the child s educational programming, strengths, potential, specialised needs and health or medical history. The information will be transferred electronically from the current school to the prospective school and shared with the CECV once the application is lodged. Student Name: Surname First Name Year Level: Date of Birth: / / Gender: I provide my informed and express consent for the sharing of information as detailed below: Parent/carer Name/s: Parent/carer Name/s: Signed: Date: Signed: Date: Type of information (e.g. ILP, LNSLN and program, medical reports, speech pathology reports, cognitive assessments, specialist notes etc. as associated with confirming eligibility for disability funding as listed below.) Date Author (e.g. psychologist s/ medical practitioner s name) Title (e.g. speech pathologist, psychologist, paediatrician) Description (e.g. cognitive assessment, language assessment) The teacher/principal has discussed with me how and why certain information about my child is provided to the new school. I understand that in addition to formal reports etc., details regarding the educational program will also be supplied. Current School Details (school providing the information) School Name: Location: E No: E The above information will be electronically transferred to: School Details (school receiving the information) School Name: Location: E No: E Each school will have provided you with information about their use and disclosure of information and information regarding their privacy policy. Further clarification is available on request from the principal. Page 46 of 47

47 2016 Form 6: Students with Disabilities Program Application Transfer Consent Form Proposed Information Uses and Disclosures The Students with Disabilities (SWD) program, administered by the Catholic Education Commission of Victoria, assists schools to include students with additional needs in Catholic schools. Once a SWD application has been lodged online, consent is required to electronically transfer the application, medical reports, programs, assessments and other relevant documents between Catholic schools. The CECV will facilitate the transfer of the SWD application from the current to the new school. Student Name: First name Surname Year Level: Date of Birth: / / Gender: I provide my informed and express consent for the transfer of the SWD application and funding allocation: Parent/carer Name/s: First name Surname Signed:... Date:... Parent/carer Name/s: First name Surname Signed:... Date:... Current School Details (i.e. school that lodged the SWD application) School Name: Location: E No: E New School Details (i.e. school receiving the transferred SWD application and funding allocation) School Name: Location: E No: E Each school will have provided you with information regarding the SWD program application transfer process and purpose. Further clarification is available upon request from the principal. Please forward completed consent form via fax or to: Director of Catholic Education Attention: Ms Sarai David (ST10) Catholic Education Office Melbourne Fax: LNSLNquery@ceomelb.catholic.edu.au Page 47 of 47