Special Education Support Services Continuum

Transcription

1 DEPAR DEPARTMENT OF EDUCATION AND TRAINING AND TRAINING Special Education Support Services Information Package Special Education Support Services Continuum School Initial Contact Officer Case Manager Special Education Specialist Support School Policy & Legislation Teaching & Learning Professional Learning Student Services Information Database DET Student Services

2 Contents CONTENT PAGE Support package information 2 Introduction 2 Special Education Framework 3 Special Education Support Services (SESS) 4 Factsheet: Special Education Support Services (SESS) 5-6 Factsheet: School Support 7 Special Education Support Services Overview 8 Document Descriptions 9-10 Parent Consent Form 11 Initial Contact Form Student Support Plan 14 Support Service Request Form 15 Checklist Factsheet: Education Adjustment Plan (EAP) 18 Factsheet: Goal writing Education Adjustment Plan template Factsheet: Health Care Plans 27 Health Care Plan template 28 Fact Sheet: Special Education Support Program (SESP) 29 Special Education Support Program (SESP) Application Form 30 Request for School Visit Form 31 Change of School Form 32 School Transitioning Form 33 Information: Equipment Grants 34 Equipment Recommendation Form 35 Transport for Students with Special Needs 36 Transport Request Form

3 SUPPORT PACKAGE INFORMATION Student Services will be recognised and valued as an outstanding specialist service provider improving educational outcomes for all students. Our Mission is to deliver specialist services and strengthen partnerships that provide young Territorians with access to education for lifelong learning. Schools have the responsibility to follow the recommended procedures for the identification, referral and assessment of students with disabilities. Officers from Student Services, in conjunction with other agencies, will carry out further assessments and assist in programming as required. Students with Disabilities Policy (2008, ref 6.2) Introduction This support package will assist Territory Schools with developing a Student Support Plan including learning adjustments and access to Student Services Division advisory support staff for students considered to be at educational risk (Students who are identified by the school support team as being at educational risk due to academic, behavioural, emotional and/or social difficulties and may show early warning signs of disorder or disability). This process is designed to help teachers and parents recognise and respond to early learning, behavioural and emotional difficulties in young children and students who may be at risk for learning, behavioural or mental disabilities or disorders. The process emphasises prevention and intervention and includes the following principles: Intervention as early as possible before the student experiences school failure; Early referral to Student Services Specialist Staff for formal evaluation if a disorder or disability is likely; Targeted interventions for specific difficulties identified through assessment; Systematic monitoring of student progress to guide decision-making and improve academic outcomes, attendance and retention. All schools across the NT will have a Student Services Initial Contact Officer (ICO) assigned to their school. This person is the first point of call for any concern regarding a student s special education needs and at risk needs. Student Services will assign Case Managers to support the school with the development of a Student Support Plan and to provide relevant, professional and timely advice, strategies, resources and information through professional dialogue. Case Managers are also assigned to students already identified as students with disabilities. If you have additional concerns or enquiries regarding whole school support, please liaise with your Regional Student Services Manager. Please note that if a student exhibits self harm or suicidal ideation you should immediately consult with your School Counsellor or SSD School Psychologist. If you are unable to access either of these services, contact the Manager Mental Health and Child Protection or Professional Supervisor School Counsellor Service ( )

4 Special Education Framework The six components of Special Education Support Services 1. The Policy Student Services Students With Disabilities Policy is directly related to the specialist services provided to school communities and intimately linked to the Disability Discrimination Act 1992 and Disability Standards for Education Student Services Students With Disabilities Policy guides special education support practices in schools for students with special needs. data/assets/pdf_f ile/0018/729/students_with_disabilities.pdf 2. Teaching and Learning Student Services is committed to quality student outcomes through quality teaching and learning processes. Our philosophy of inclusion is grounded in evidence based best practice and supported by national legislation. - Teaching Literacy and Numeracy Strategy - Quality Teaching Pedagogy The Policy Special Education Support Program SSID Student Services Information Database Teaching & Learning Communication Professional Learning 3. Special Education Support Services (SESS) Information about Special Education Support Services (SESS) has been streamlined into one convenient document. The SESS Information Package contains flow charts of essential information, fact sheets, questions and answers, templates, forms and checklists. It has been designed to assist schools with developing a Student Support Plan including learning adjustments, accessing appropriate resources and Student Services Specialist Staff. 4. Communication Student Services communicates directly with school communities through DET enews, Principals Weekly Updates, the DET Staff website and the Newsletter for Special Education Teachers. 5. Data Management The Student Services Information Database (SSID) will combine all current student data collected by Student Services and enable complex analysis, data interrogation and future predictions to be performed in a manner consistent with that available at a national level. 6. Professional Learning Student Services is committed to building the capacity of schools to deliver special education services by providing quality professional learning opportunities, including annual forums, quarterly Special Education Teacher Network meetings and online training

5 Special Education Support Services (SESS) Special Education Support Services offers an extensive continuum of services for schools. The continuum diagram below outlines processes for schools to access services, to strengthen partnerships with Student Services and subsequently enhance outcomes for students. The continuum recommends service roles and responsibilities for the following: School Student Services Initial Contact Officer Student Services Case Manager Special Education Specialist Support. Special Education Support Services Continuum School Collect Information and note concerns about: * Students at risk * Newly identified students * School based interventions * Special Needs Profiling Instrument Initial Contact Officer In collaboration with the school: * Determine needs of student and what support the school requires * Complete Initial Contact form Discuss with appropriate Team Coordinator, who will appoint a Case Manager Case Manager In collaboration with the school: * Collect discipline specific information * Conduct observations if necessary, provide advice/ strategies * Develop Student Support Plan and review progress Formal review of plan: * Successful continue plan * Minimal Progress - Complete Support Service Request form Policy & Legislation Teaching & Learning Professional Learning Student Services Information Database Special Education Specialist Support Case Management process to determine next level of support School Monitor at school with support as required Review at strategic point SESS Information The Special Education Continuum of service is underpinned by a series of documents. The documents are designed to: Provide a professional framework to assist with planning educational adjustments Provide a written record of adjustments/actions made by the student support team Assist in reporting to parent /caregivers, paediatricians or other agencies Assist with tracking students experiencing difficulty accessing the curriculum Inform whole school resourcing and professional learning Inform the development of a formal Education Adjustment Plan

6 Factsheet DEPARTMENT OF EDUCATION AND TRAINING Special Education Support Services - FAQ What support services are available to schools? Student Services provide a range of support services that schools can access. These include: Assessment, advisory and teaching support Ongoing and specific professional learning in identified areas of need for Classroom Teachers, Special Education Teachers and Special Education Support Staff Case management services to coordinate and facilitate interventions Counselling and brief therapeutic interventions, referral to outside agencies when required Whole class and targeted group interventions Professional Resources provided on loan On-line Professional Development in specific disability areas Specialist intensive intervention in Special Education Schools, Centres or Programs School-Wide Positive Behaviour Support (SWPBS) including a range of support services such as professional learning, supported implementation of SWPBS, and provision of resources Positive Learning Centres alternative programs for students with extreme challenging behaviour in partnership with host school What if the student already has a diagnosed disability? A student with a diagnosed disability who is newly enrolled, or a student with a new diagnosis of disability, is immediately eligible for a support service request. Please make sure you attach information as per the checklist to help with the determination process, for example a confirmation report of diagnosis from a medical or other professional. When do I develop an Education Adjustment Plan? An Education Adjustment Plan (EAP) should be developed once the needs of a student are clearly identified. An EAP is a negotiated plan that outlines the adjustments required to ensure students with identified special needs have access to the curriculum. Education Adjustment Plans should be negotiated with parents/caregivers, teachers and other agency stakeholders to ensure the best outcomes for students. An EAP needs to be commenced prior to submitting an application for support through the Special Education Support Program (SESP) to Student Services. The EAP is a prerequisite for supplementary resources being made available, according to the Students with Disabilities Policy. EAPs should contain information from the Student Support Plan and recommendations from Advisors, medical professionals and therapists. (Advisors from Student Services are able to support you in this process and information including an online PowerPoint presentation is available on the DET staff website.) Where can vision and hearing assessments be obtained? Any eye specialist, ophthalmologist or optometrist is able to assess a student s vision (parent/caregivers to make appointments). In remote communities, a nurse from the clinic is available to help with this request. To get a student s hearing checked, schools can refer parents/caregivers to NT Hearing Services. Contact details: Casuarina Plaza, phone (08) or Alice Springs phone (08)

7 What additional information do I need to attach to the Support Service Request? School and NAPLAN reports are always informative. Samples of the student s work, such as writing, spelling, maths and drawings, help set the scene and give Advisors valuable assistance in determining what service to provide. What if I need advice for a student or group of students (e.g. autism, behaviour) After completing a Request for School Visit form an Advisor from Student Services will make an appointment to discuss your needs. The Specialist Advisor may observe the student/students or recommend strategies and/or resources. How do I access therapy services? To access a speech pathologist, occupational therapist or physiotherapist contact: Department of Health and Families Aged and Disability Services within the region Private providers Carpentaria Early Intervention Services Children s Development Team Students from Transition to Year 12 For further information visit:

8 Factsheet DEPARTMENT OF EDUCATION AND TRAINING School Support Who is available to support schools? There is a range of personnel who support Territory schools. These include: Within schools: Special Education Teacher (SET) Special Education Support Officer (SESO) Special Education Support Assistant (SESA) Student Services Support Teams: Special Education provides assistance for students with identified disabilities and special needs to access the mainstream curriculum. This includes professional learning opportunities for school communities. Early Childhood Intervention provides advice and assistance to families and teachers of young children with disabilities and special needs, from birth to the end of Transition level. Hearing supports students, families and teachers. Support may be advisory information for adults or direct support for the child. This service is available from birth and is provided for students with sensori-neural and conductive hearing loss. Vision provides support for young children and students who are vision impaired or blind, from birth until the completion of school. This team produces resources in Braille, tactile, audio and large print formats, as well as providing awareness programs and advice on appropriate technology. Autism Advisors provide advice and support to school communities and families for students with Autism Spectrum Disorder (ASD). Transition from School supports secondary students with disabilities to develop skills that will assist them in gaining independent or supported employment. School Psychologists provide a range of services including assessment of students social and behavioural development and of intellectual and academic skills. They are also available for consultation with school staff and parents. Behaviour Advisors assist schools to develop individual and whole-school approaches to challenging behaviours. Positive Learning Centres (PLC) are located in Darwin, Palmerston and Alice Springs. They provide intensive behavioural and academic learning support for eligible students for weeks. Child Protection Education provides professional learning about the Keeping Safe Child Protection Curriculum to schools which includes the DET half day Child Protection and Mandatory Reporting training to staff. Physical Health and Wellbeing supports schools to promote children s health, learning and wellbeing. The team has expertise in drug, sexuality, outdoor, physical and nutrition education. School Counsellors are based predominantly in middle and senior schools and promote the mental health and social, emotional wellbeing of students by providing individual, small group and whole school interventions

9 Special Education Support Services (SESS) Continuum The SESS Continuum is intended to guide schools through a support service for students with special needs. The SESS Continuum recognises the knowledge and expertise within schools and the notion that schools have primary responsibility for the teaching and learning of all students. Schools have the responsibility to include students with special needs by adjusting curriculum, assessment practices, teaching styles and the physical environment. Schools may seek additional support and access the services outlined in the continuum to build capacity within the school and further support the teaching and learning needs of their students. School School internal process It is recommended that the school: Establish a School Support Team the team could consist of classroom teacher, Special Education Teacher, School Counsellor, Senior Teacher, Assistant Principal and /or Principal. Appoint a School Contact the contact could be the Special Education Teacher (SET) or other representative if no SET. This person liaises with Student Services. Commence school based interventions Complete the following before contacting the Student Services Division Initial Contact Officer (ICO) Read Student Record File, noting information needed for request documents. Discuss concerns with previous teachers, teacher assistants and other relevant professionals and determine if there is an existing identified disability/impairment and/or English as a second language, attendance or health problems. Special education teacher and classroom teacher complete the Special Needs Profiling Instrument (SNPI) Discuss concerns with parent/caregiver. Check medical history, sleep patterns, diet, and home behaviour, and ensure hearing/vision assessments are current or initiated. For new enrolment of a student with diagnosed disability or students with a new diagnosis consult with Initial Contact Officer to develop or modify an Education Adjustment Plan and complete the Support Service Request Form. Parental consent School Support Team has discussion with parent/caregiver and letter of consent signed Initial Contact Officer Initial Contact Officer- Student Services Division Advisor School Contact contacts their allocated SSD Initial Contact Officer Initial Contact Officer reviews student information, school based interventions and data in consultation with the School Support Team, determines and appoints an appropriate Student Services Division Case Manager who will contact the school within two weeks. Case Manager Case Conference Student Services Division Case Manager and School Support Team: Determine roles, responsibilities and actions for all stakeholders e.g. parents to take student to general practitioner; special education teacher to complete assessments, observations, provide resources, risk assessment, establish a student folder, consult with other disciplines for strategies. Develop a Student Support Plan and implement for a minimum of six weeks Regular review of student progress and appropriateness of Student Support Plan. Modify and adapt as necessary. Formal review of Student Support Plan Student Services Division Case Manager and School Support Team: Intervention successful - student has achieved goals and improvement noted, continue/modify plan with Student Support team. Class teacher to monitor. OR Minimal progress, requiring ongoing intensive specialist support Complete Support Service Request Form. Specialist Support Support Service Request Complete Support Service Request Form in consultation with Student Services Case Manager. School to ensure forms have appropriate signatures (parent/caregiver, Principal or delegate) Attach all relevant information as per checklist in the package. Schools will be contacted by a Student Services Education Advisor within three weeks. Students with a disability and a classroom access need may also qualify for the SESP

10 Document Descriptions Below is a list of documents referred to in the SESS information package. All forms and documentation can be accessed online at: Letter of Consent This letter confirms parent/caregiver consent for Student Services Division staff to work in conjunction with the school to support their child. Initial Contact Form This form is to be completed by the school s Initial Contact Officer in collaboration with a member of the school support team. It initiates the support service process for an individual student. Student Support Plan The Student Support Plan is developed in consultation with the Student Services Division Case Manager and School Support Team. It is implemented for a minimum of six weeks with the plan s outcome to inform further action. Support Service Request Form This form is used to request additional services and assessments and formally acknowledges the student may have a disability. The student is then a client of the Student Services Division. Education Adjustment Plan An Education Adjustment Plan is a negotiated plan that outlines the adjustments needed to facilitate access to the curriculum for students with an identified disability. Student Health Care Plan The Student Health Care Plan supports the management of a student s medical condition. Students who are diagnosed with a medical condition and require regular or periodic medication are required to have a Health Care Plan. Application for Special Education Support Program (SESP) Form SESP is designed to provide, where appropriate, additional resourcing for students with disabilities and additional classroom access needs. SESP was previously referred to as Special Needs Resourcing (SNR). The change in terminology is reflective of a change in focus towards quality teaching, learning and program support. SESP is designed to be used in conjunction with specialist services and school resources to enhance learning outcomes for identified students. A review process will determine the level of support that is required to meet the needs of the student. Request for School Visit Form This form is used to request a variety of whole school or class services from the Student Services Division, including appointments, professional learning, instructional support and strategies for the classroom/school. Change of School Form This form is used to inform Student Services that a student has changed schools. For instance, the student may have moved to another school within the Northern Territory, from a government to a non- government school or moved interstate

11 Transition to Middle/Senior School Form This form is to be used for students with disabilities transitioning to Middle/Senior school. Equipment Recommendation Form This form is to be completed by the Children s Development team/remote Aged and Disability team or Student Services Division team. It activates a recommendation to purchase equipment to help students with disabilities access the curriculum (e.g. electronic wheelchairs, wheelchairs, speech recognition software, hoists, slings, standing frames, assistive technology and communication devices). Request for Special Needs Transport Form This form is to be used for students identified with a physical or intellectual disability who require transport to a special school or centre as their disability impacts upon the parent s ability to transport their child to and from school and excludes the child from using other forms of transport safely. Special Needs Profiling Instrument (SNPI) The SNPI is used to determine the level of additional support required for students considered to be at risk (Students who are identified by the school support team as being at educational risk due to academic, behavioural, emotional and/or social difficulties and may show early warning signs of disorder or disability). These descriptors should be incorporated into the Student Support Plan and subsequent Education Adjustment Plan (if required). data/assets/pdf_file/0007/9799/specialneedsprofilinginstrumentinfo.pdf)

12 Parent / Caregiver Consent Form Student SURNAME: Student GIVEN NAME: School: Date of birth: Age: Gender: School year level: Parent/Caregiver: Home phone: Home address: General Practitioner: Contact Details: Medical Specialist: Contact Details: OTHER AGENCIES OR PROFESSIONALS: Agency Professional Contact Person Contact Details The school team should ensure that the student and parents (where applicable), are supported to understand the Special Education Support Services (SESS) and to record agreement with actions as listed below, where appropriate: INFORMED CONSENT Parent/ Caregiver/ Student Signature Date The school team has discussed with me the educational support requirements for my child and I agree to work with the school team to achieve positive learning outcomes for my child. I consent to Student Services Advisor collecting personal information about my child for the purpose of supporting the school in developing a Student Support Plan. I consent to the school sharing relevant personal information about my child with a Student Services Advisor. I understand that the name of this officer will be provided to me. I consent to the provision of services to my child by the Student Services Division, which may include assessment, observation, advice, in-class support, teaching strategies and ideas, and the development of a plan to meet the needs of my child. I consent to Student Services Advisor obtaining medical and educational information from other agencies which is considered relevant to the provision of services to my child. This includes medical reports, hearing and vision assessments and any other relevant allied health or education reports. I agree that any information collected about my child will be accessed and collated as confidential information and placed on file at Student Services Division. I consent to the use of the collected information about my child for the purposes of compiling a developmental learning profile. Parent/ Caregiver Signature Student signature: School team representative Name: School team representative signature: Date Date Position Date

13 Initial Contact Form To be completed by the Student Services Initial Contact Officer in consultation with the school. School/Centre name: UPN: Classroom teacher: Student SURNAME Student GIVEN NAME Date of birth / / Female Male Age Year level SCHOOL CONCERNS School actions completed Comments Discuss concerns with parents/caregiver Read student file Special Needs Profiling Instrument completed Cur Beh Soc Safe Com A Com P Hyg Eat HC Mob HM Discuss concern with relevant staff Adjustments made to the teaching program ESL/Indigenous/diagnosed disability Attendance history Hearing and vision checked/initiated Health / Medical History if known Personal Care e.g. meal/eating support, toileting needs, Chronic illness (e.g. asthma, epilepsy), medical condition Is there an updated Health Care Plan? Are staff members who come in contact with the student aware of the Health Care Plan? Behavioural/Social/Emotional (EsseNTial learnings) General Behaviour e.g. non compliance, aggression, physical, absconding, avoidance, sexualised behaviour, swearing Emotional Development e.g. anxiety, appropriate emotional responses, and peer adult interactions, self confidence, attachment Social Skills e.g. age appropriate skills, engaging with others, peer/adult relationships Describe the concern provide examples Describe the concern provide examples Adjustments trialled and duration Adjustments trialled and duration

14 Motor skills Sensory processing needs e.g. tactile defensive Fine motor e.g. pencil grip/handwriting Gross motor Learning Behaviour (Inner Learner 1) e.g. concentration/attention, on task/ task completion, attitude/motivation, listening skills, memory recall, following instructions, applying skills and knowledge Language/Concept Development Receptive language e.g. understanding directions/instructions, attentive listening skills, speaker acknowledgement Expressive language e.g. ability to be understood, social language, vocabulary Articulation e.g. ability to clearly articulate sounds and words accurately Basic concepts - Numeracy e.g. shape, size, time, sequence, number sense, measurement, space Basic Concepts - Literacy e.g. phonological awareness, word recognition, reading comprehension, spelling, writing structure Describe the concern provide examples Describe the concern provide examples Describe the concern provide examples Adjustments trialled and duration Referral to occupational therapist Yes / No Adjustments trialled and duration Adjustments trialled and duration Referral to speech pathologist Yes / No Office Use Only referred to CASE MANAGER Name Date Position Initial contact /officer Signature

15 Student Support Plan Student name: Start date: Review date (Minimum 6 weeks): Student Support Team - names and positions: Set no more than three goals to address areas of concern Identify strategies that will support the goals Implement (six weeks) keep data (e.g. anecdotal records, numeric data) on the effectiveness of the adjustments. Set time/date for review on completion of Student Support Plan. Baseline information What do we already know about the student? What trends have emerged from the different data sources? Learning goal Learning program Resources Assessment Review What do we want the student to know and be able to do? NTCF outcome What teaching and learning adjustments/strategies will be used? Human and physical What evidence of learning is required? How will we know when the student has achieved their goals? What has been achieved? What is the next step? Condition Criterion NTCF outcome Condition Criterion NTCF outcome Condition Criterion

16 Support Service Request To be completed by the SSD Case Manager in consultation with the School Support Team CONFIDENTIAL Special Education Support Process completed (as per above)? Yes - Continue with Support Service Request (please attach all documentation including Student Support Plan) No - Contact Student Services Case Manager before submitting this Support Service Request form CHILD S PERSONAL DETAILS Request date: / / Student SURNAME Student GIVEN NAME School Male Female Date of birth / / Age Year level UPN Aboriginal or Torres Strait Islander Yes No FAMILY DETAILS English is the second language spoken Yes No Other language/s spoken Mother Caregiver Father Caregiver Name Name Home address (child s residence) Postal address Phone (business hours) Phone (after hours) Mobile Interpreter required? Yes No If yes, please specify for whom and which language REASON FOR REFERRAL (Brief description of the overall concern; attach all additional information) Concern: Diagnosis (if known): Further information: AUTHORISING SCHOOL SIGNATURE (School Principal or school/agency delegate) I hereby verify that all elements of the referral process have been explained to the parent/caregiver. I authorise Student Services Division to work with this student as necessary. Signature: Date: / / Print name: Position:

17 Checklist Have the following steps been completed as part of this Support Service Request form? All personal and family details Parent/s and witness s signatures Authorising agency signature School/Agency details ESSENTIAL DOCUMENTATION (if available) as negotiated with the Student Services Case Manager Hearing report and/or hearing test initiated date: Initial Contact form Health Care Plan Vision report or vision test initiated date: Documentation Date of last consultation Student Support Plan Doctor/GP Referral Reports Paediatrician Referral Reports Children s Development Team Referral Reports Independent therapy services NT Families and Children Services Hearing services/audiometric report Referral Referral Referral Reports Reports Reports Occupational therapist - private Referral Reports Physiotherapist - private Referral Reports Speech pathologist - private Referral Reports Psychologist - private Referral Reports Vision/Optometrist/Eye specialist report Referral Reports Other e.g. samples of work, NAPLAN data, school reports, NTCF Please specify: Checklist: Gifted checklist Behaviour checklist Early intervention checklist

18 Send support service request form to: Manager Special Education Student Services Division Darwin City/Northern Suburbs/Palmerston and Rural Student Services Division Sanderson Middle School Matthews Road Phone Fax: Katherine and Rivers GPO Box 1246 Katherine NT 0851 Phone Fax: Arnhem GPO Box 446 Nhulunbuy NT 0881 Phone Fax: Alice Springs/Tennant Creek PO Box 1420 Alice Springs NT 0871 Phone Fax: Tennant Creek (postal same as Alice) Phone: Fax: Or completed form and documents to:

19 Factsheet DEPARTMENT OF EDUCATION AND TRAINING Education Adjustment Plans What is an Education Adjustment Plan (EAP)? An Education Adjustment Plan outlines the adjustments needed to ensure access to the curriculum for students with an identified disability. The EAP is part of the teacher s program and should be negotiated with parents/caregivers, teachers and where appropriate the learner and other stakeholders, e.g. the speech therapist or paediatrician. In accordance with the DET Students with Disabilities Policy (2008), the EAP is a prerequisite for supplementary funding resources being made available to students in regular classrooms. What is the purpose of an EAP? The purpose of the EAP is to enable educators, families and learners to jointly develop appropriate adjustments to the curriculum, based on the Northern Territory Curriculum Framework and Northern Territory Certificate of Education, and taking into consideration the needs of the learner. The EAP is part of the obligations of Northern Territory schools to ensure all students have the right to appropriate assessment and the development of an individualised education adjustment plan, which is negotiated and reviewed annually. School Principals are to ensure that the school develops, implements, evaluates and reviews the Education Adjustment Plan for the student (DET Students with Disabilities Policy 2008). How often should an EAP be reviewed? A full review takes place at least once a year and regular discussions and evaluations should be ongoing. The EAP should be reviewed and modified if there are changes in circumstances or if the student is transitioning to a different phase of schooling. Recommended practice is to set reviews for March and October each year. The staff site contains a PowerPoint presentation, an information package, template and Northern Territory examples. To access these resources visit: If for any reason you are unable to access this site please contact your Student Services advisor

20 Factsheet DEPARTMENT OF EDUCATION AND TRAINING How to write goals When writing goals it is important to prioritise when a student has a number of areas of need. Remember - It is not possible to work on everything simultaneously. A student with complex needs will have a range of issues and needs. Which outcomes will make the most difference to the student and their learning? focussing on three priority areas linked to Special Needs Profiling Instrument write goals that are SMART to enable progress and achievement to be evident and built on SMART goals are: Specific Measurable Achievable/Agreed Relevant Teachable/Timeframe To write a goal the targeted learning outcome must be identified with specific conditions outlined for students to best demonstrate the learning outcome. The final stage is setting criterion which will display that the learning outcome is achieved. In order to write goals for students, this series of steps is required to be put in place and adhered to. The steps of goal writing are: Targeted Learning Outcome Condition Criterion

21 For example: To develop keyboarding skills of 20 words per minute with 80% accuracy during class, using one-handed typing and a small keyboard. 1. To develop keyboarding skills (Targeted Learning Outcome) 2. During class, using one handed typing and a small keyboard (Condition) words per minute with 80% accuracy (Criterion) In some instances, goals will require only a targeted learning outcome and criterion, as there are no specific conditions (for example environment, equipment) required. Another example: Use picture recipe cards to independently prepare three different snacks in home economics class. 1. Prepare three different snacks 2. Use picture recipe cards and in home economics class 3. Independently In other instances, goals for students with sensory or physical impairment will specify only the targeted learning outcome and the condition, as the criterion will mirror that of their nondisabled peers

22 Insert School logo DEPAR DEPARTMENT OF EDUCATION AND TRAINING AND TRAINING Education Adjustment Plan Name: Date of birth: Year level: Student ID: Today's date: Parent/Caregiver: Teacher/s: Special Education Teacher: Insert photo School Primary diagnosis: Secondary diagnosis: (if applicable)

23 Curriculum Behaviour Social Safety Communication Access (expressive and receptive) Communication Participation (skills development) Hygiene Eating and Dietary Health Care Mobility Hand motor skills STUDENT NEEDS PROFILE (SEN data) Key: 0 = No Support 1 = Minimal Support Needed 2 = Moderate Support Needed 3 = Major Support Frequently 4 = Major Support Continually (SNPI page 9) Moderation date: Moderated by: SSD Advisor s EAP meeting date: EAP review date: Signature: Planning and Implementation Team Members Name Role Phone number Signature Date Parent/ Caregiver Classroom teacher SET Education Advisor Early Childhood School Psychologist

24 STRENGTHS CONCERNS COMMENTS: e.g. triggers or stress cues. OTHER: e.g. assessments completed (KTEA, physiotherapist, hearing, sensory profile), other agencies involved (Aged and Disability Services, paediatrician) PLEASE INCLUDE NAPLAN DATA WHERE APPLICABLE Assessments completed Assessment special consideration NAPLAN results (where applicable) Long term goal:

25 Area of need Goals Learning design Assessment Evaluation Learning outcome: Human resources: How assessing the outcome: SNP Category: (Curriculum, Behaviour etc.) SNPI indicators: Baseline information: Condition: Criterion: NTCF outcome/s or SACE performance standards: Teaching & learning adjustments: Environmental adjustments: Professional learning/training needed: Compare baseline and outcome: Achieved Emerging Not achieved

26 Area of need Goals Learning design Assessment Evaluation Learning outcome: Human resources: How assessing the outcome: SNP Category: (Curriculum, Behaviour etc.) SNPI indicators: Description: (What it looks like for the student) Baseline information: Condition: Criterion: NTCF outcome/s or SACE performance standards: Teaching & learning adjustments: Environmental adjustments: Professional learning/training needed: Compare baseline and outcome: Achieved Emerging Not achieved

27 ITEMS TO BE ACTIONED BEFORE EAP EVALUATION: ITEM TO BE ACTIONED BY WHOM BY WHEN EVALUATION: Why did we achieve/not achieve improved student learning? What worked well? What do we need to change? How effectively did we manage our resources to support the achievement of students? How well did we use multiple sources of data about student learning to improve teaching?

28 Factsheet DEPARTMENT OF EDUCATION AND TRAINING Health Care Plans What is a Health Care Plan? A plan that supports the management of a student s medical condition in a school context. Who needs a Health Care Plan? Students who are diagnosed with a medical condition and who require regular or periodic medication in a school context. Who is involved in the writing of the Health Care Plan? Members of the Health Care Team may include Principal or delegate, parent/caregiver, medical practitioner, Health Promoting School Nurse, First Aid Officer, teacher, and or member from a specialised agency such as Asthma Foundation NT, Healthy Living NT (Diabetes), and Epilepsy Action NT. How often does a Health Care Plan need to be reviewed? This Plan should be reviewed no later than the beginning of each school semester (six monthly) and whenever the medical condition or advice in relation to the condition changes. For further information: Refer to the Administration of Medications to Students with Notified Medical Conditions Policy

29 Student s Health Care Plan Name Date DOB Age M F Class teacher (Primary) Home teacher (Secondary) School Year level Parent/Caregiver Address Phone contact Health Care Team BACKGROUND ASSESSMENT SUMMARY AREAS OF CONCERN ACTIONS TO BE TAKEN RECOMMENDATIONS Signature of parent/caregiver Signature of principal Signature of school nurse Signature of first aid officer Date Date Date Date

30 Factsheet DEPARTMENT OF EDUCATION AND TRAINING Special Education Support Program (SESP) What is the Special Education Support Program (SESP)? SESP is designed to provide, where appropriate, additional resourcing for students with disabilities and additional classroom access needs. SESP was previously referred to as Special Needs Resourcing (SNR). The change in terminology is reflective of a change in focus towards quality teaching, learning and program support. The SESP is designed to be used in conjunction with specialist services and school resources to enhance learning outcomes for identified students. A review process will determine the level of support that is required to meet the needs of the student. Why have we changed from Special Needs Resourcing (SNR) to the Special Education Support Program? The transition to SESP is driven by a shift towards a greater emphasis on teaching and learning and the need to tailor support services to individual students with disabilities. The new program acknowledges that supplementary funding is just one of the overall Special Education Support Services needed to address students educational needs. This Special Education Support Program is provided in line with the Disability Discrimination Act 1992 and Standards for Education What is the purpose of SESP? The purpose of the Special Education Support Program is to enable educators to assist students with disabilities to actively participate in a full range of programs offered by their local school. Under the Students with Disabilities Policy section 7.5.9, School Principals have the responsibility to provide effective education programs for students with disabilities and determine the most appropriate ways of using the supplementary funding allocated to schools to meet the identified needs. Who is eligible for the Special Education Support Program? Students who are eligible for SESP have: a confirmed disability as defined in the Disability Discrimination Act, Anti-Discrimination Act NT and the DET Students with Disabilities Policy clearly articulated classroom access needs a regular pattern of attendance a current Special Needs Profiling Instrument and a current Educational Adjustment Plan. What if the student isn t eligible for the Special Education Support Program? If the student does not have a diagnosed disability and/or does not meet criteria for SESP, Student Services Advisors are available to support special education and classroom teachers with a range of strategies, resources, interventions and information. Who is available to support me to make the change from SNR to the SESP? All Schools across the NT will have an Initial Contact Officer from Student Services assigned to their school. They will be the first point of call for any student concerns about special education needs. Student Services Specialist Staff (Eg, Early Childhood Intervention Advisors, Special Education Advisors, Autism Advisors, Psychologists, Hearing and Vision Advisors) may be assigned to help the school develop a Student Support Plan or Education Adjustment Plan, or to provide advice, strategies, resources and information. 29

31 Application for Special Education Support Program (SESP) (This form to be completed with the case manager) This application is: New Reappraisal Review Ongoing (following year) Request date: / / School name: Student SURNAME Student GIVEN NAME Date of birth / / Male Female Age Year level Indigenous status Yes No Ensure current documents are attached (Essential for application to be considered). Diagnosis Education Adjustment Plan Individual Behaviour Plan Health Care Plan % Attendance from SAMS All appropriate procedures have been followed and this form has been completed to the best of our ability and accurately represents the current circumstances of the student. SCHOOL PRINCIPAL SIGNATURE (or school/agency delegate) Print name Date / / Position Signature OFFICE USE ONLY Below line to be verified by student services Verified Disability or impairment Specific Details SEN team Yes No More info Name: Signature: Date of verification: CLASSROOM ACCESS NEEDS Rating Low Med High STUDENT LEARNING NEEDS Rating Student Services Advisor Name: Signature: Date: To be reviewed Student Services School Psychologist Low Med High Name: Signature: Date: To be reviewed ASCERTAINMENT Manager Special Education Funding level Statement of explanation SEN team Low Med High completed form to sesupport.det@nt.gov.au Name: Signature: Date: To be reviewed

32 Request for School Visit School/Preschool/Agency Address School Contact Person Phone 89 Fax 89 Contact details Type of activity requested PD/Workshop/Training Whole School or Classroom Support Observation Programming support Consultation Student group Other (please specify) Student Services personnel requested Details regarding requested visit If professional learning or group Special education Behaviour Gifted education Early childhood intervention Autism Other (please specify) Date Location Total Number of Participants Time Vision Hearing School psychologist Transition from school School counsellors Authorised officer School/Agency approval Position Signature Date Office Use Only Specialist Advisor/team allocated Approved by Date confirmation sent Date Database entry Other information sent completed form to:

33 Change of School CONFIDENTIAL Funded student Non-funded student Child s Personal Details Request date: / / Student SURNAME Student GIVEN NAME School name UPN Male Female Date of Birth / / Child s home address Age Child s postal address Year level Phone (business hours) Phone (after hours) Mobile Reason For Request (brief description) Continuation of current services and provision from Student Services Other: eg moving interstate, moving to non-government school, moving to special school Comment: Previous school New school Date left / / Date enrolled / / Please read this form carefully and discuss the contents and attachments with the person, agency or school currently involved with your child (if applicable). I / We consent for Student Services Division personnel to provide services to my child. I / We consent to Student Services Division obtaining medical and educational information from other agencies that is considered relevant to the service provision for my child. I / We consent to Student Services Division personnel making assessment results and reports available to relevant professionals/agencies. PARENT/CAREGIVER SIGNATURE Parent/Caregiver signature Date / / Print name Relationship to child Parent comment AUTHORISING AGENCY SIGNATURE (School principal or delegate) I hereby verify that all elements of this document have been explained to the above signed parent/ caregiver. Signature Date / / Print name Position completed form to: sess.det@nt.gov.au

34 Transition to Middle/Senior School This form is to be used for students WITH DISABILITIES transitioning to Middle/Senior school. Please complete and pass on to entry school personnel by the end of Week 2 Term 4. Student GIVEN NAME: Preferred name: Student SURNAME: Date of birth: / / M / F Current school: Transitioning school: Teacher contact: Teacher contact: Please indicate the NTCF Levels for English and Mathematics: ENGLISH: MATHEMATICS: Listening & speaking: Reading & viewing: Writing: Spatial sense: Measurement & data sense: Number sense: Length of time child has been at the school: Indigenous: YES NO ESL Status: YES NO Attendance: (If irregular, reason?) Home life: (Any disruptions we need to know about? Single Parent? A death in the family? Socio economic concerns?) Disability needs: (Any physical, intellectual disability, Health Care Plans or special learning needs?) Behaviour: (Anything we need to know to help us balance groups/strategies for behavioural issues, Individual Behaviour Plan etc.) Friends: (How does he/she relate to peer group? Who does he/she work best with? Should we avoid some combinations when we make classes?) Has the student had a cognitive or educational assessment or other assessment (Speech, OT, Physio)? YES NO Please provide information: (If there are any relevant papers please forward them to the school.) Name of School Psychologist: Does the student receive SES Program? Yes/ No Name of Student Services Case Manager: Strengths: Weaknesses: Special skills or talents: (eg music, art, sport, leisure activities) Is a follow up meeting/visit required? YES NO Please specify: completed form to: sess.det@nt.gov.au

35 information DEPARTMENT OF EDUCATION AND TRAINING Equipment Grants Student Services Division is provided with an annual equipment grant to support the needs of students with a significant identified disability in Northern Territory Government schools. The provision of equipment or hardware may be needed to meet the curriculum requirements of high needs students with a disability and support their inclusion in a mainstream classroom. This may include equipment for essential mobility, communication or self care needs. Equipment grants are not provided for items less than $100, consumable items, desktop computers or payment of personnel for the delivery of programs. Requests for software will only be considered if the program is embedded in the students Educational Adjustment Plan. The Equipment Recommendation form is to be completed by the consulting specialist from the Children s Development Team, Remote Aged & Disability team or Student Services Division Education Advisor. Advice from the consulting specialist may be required to inform specific requirements. This application and quotation from a recommended supplier is to be submitted to the Manager Special Education, Student Services Division. A grant to the school for the purchase of equipment is approved by the General Manager of the Student Services Division and forwarded to the school by Financial Services. The school is informed of the grant amount and given a copy of the quotation and an Equipment Agreement. Schools are responsible for actioning the ordering and delivery of equipment