Leinster Primary School

Transcription

1 Leinster Primary School Member of the North Country Network 2014 Students at Educational Risk (SaER) Policy

2 Policy Statement & Rationale Leinster Primary School aims to provide an inclusive, safe and stimulating learning environment for all students. Teachers are dedicated to providing a relevant and meaningful curriculum in accordance with the WA Curriculum Assessment and Reporting Outline. Teaching programs aim to meet the needs of all students, including those: Not achieving the major learning outcomes of schooling Whose achievement level, rate of progress or behaviours differs noticeably from past performance and/or that of peers Who are under-performing; including students who are talented and gifted Not participating in schooling Whose performance is at risk due to unacceptably poor rates of attendance SaER Policy Committee This document was developed by Hayley White (SaER Coordinator) and Karen Tabner (Deputy Principal) and was reviewed in conjunction with Noel Morgan (Principal) of Leinster Primary School. This policy has been reviewed and updated in 2013 by Brendon Wade (Principal) and Lynette Keleher (LSC/SaER). Guidelines 1. The school will identify Students at Educational Risk by using some of the following criteria: Handover notes from previous teacher Professional judgements of teachers (anecdotal notes, assessments, observations, comparisons with other students etc.) PEAC testing Psychology reports and assessments Input from external agencies Year level descriptors from the Australian Curriculum NAPLAN (National Assessment Program Literacy and Numeracy) Parent information Patterns of behaviour Standardised testing 2. Once a student at risk is identified the school will plan for improvement by using a range of the following teaching and learning strategies: Implement the Principles of Learning, Teaching and Assessment so as to ensure that that a range of learning styles are adopted e.g. modelling, peer-tutoring, tactile experiences, games, hands-on tasks, real life experiences, precise and simple instructions, repetition etc. Develop Documented Plans for each SaER. Documented plans include Individual or Group Education Plan (IEP or GEP); Individual Behaviour Management Plan (IBMP); Personal Learning Plan (PLP); Individual Transition Plan (ITP); Individual Attendance Plan (IAP); Risk Management Plan (RMP); and Social Competency Plan (SCP) in collaboration with parents and teachers Present an inclusive curriculum that reflects and utilises community needs, values and expectations Educational planning programs reflect the level of the student's development Educational planning programs to reflect the intent of the WA Curriculum and Assessment Outline and the Australian Curriculum Provide opportunities for students to set goals, self reflect, negotiate the curriculum, self assess, work collaboratively, integrate learning areas, use technology and solve problems Ensure classroom extension is provided through learning centres, peer tutoring, challenge centres, talent search activities, competitions, mentors etc.

3 Peer mentoring 3. With regard to reporting student progress to parents the school will : Report to parents informally using varied methods, such as information sessions, discussions, interviews, conferences and communication books both with teachers and the school psychologist if necessary Produce formal reports twice a year: outcomes based reporting to parents that reflects the intent of the Department of Education Curriculum, Assessment and Reporting Policy Report upon student progress against their documented plans Create Learning Journeys to outline student progress Provide NAPLAN (National Assessment Program Literacy and Numeracy) test results for students in Years 3, 5 and 7 to parents Provide social outcome progress to parents verbally, upon request and formally as part of the student s Semester One and Two reports Develop and keep updated Class Evidence Files 4. In providing quality staff to teach LSC/SaER the school will: Make effective use of the LSC/SaER Coordinator roles in the school Make provision for relevant staff to undergo professional learning related to enhancing the outcomes and education of LSC/SaER Ensure that thorough handover sessions are provided for teachers who have SaER in their classes Access the school psychologist and outside agencies when required to provide further assistance for staff Deploy Education Assistants through the Schools Plus Program where time is allocated to ensure that the needs of LSC/SaER are equitably addressed and adequately resourced 5. To acknowledge the importance of an interagency and collaborative approach with regard to the education of LSC/SaER the school will: Invite all relevant stakeholders to have input into discussions with regard to a range of aspects concerning LSC/SaER Provide opportunities for the teaching staff to meet with psychologists and other personnel from external agencies to further their understanding of LSC/SaER during case conferences Work closely with parents of LSC/SaER and involve them in all aspects of their children's education Roles and Responsibilities of Staff Classroom Teacher Review of data from previous year to develop a class profile of LSC/SaER students Students identified in previous year through standardised testing to be followed up Teachers to screen using standardised testing Face to face contact with parents to outline concerns and steps to be taken Develop documented plans by Week 5, Term 1 in conjunction with LSC/SaER, parents and any necessary support agencies (these need to be signed by those involved) Ensure all paper work is filed accordingly: copy for your LSC/SaER file, LSC/SaER teacher and child s file Plan, implement and review documented plans beginning of each term Maintain individual student profiles Refer students to appropriate agencies in consultation with LSC/SaER coordinator Facilitate case conferences and action the negotiated plans All standardised testing to be recorded, scanned and saved into standardised testing folder on the S drive by June (Semester 1) and November (Semester 2)

4 Learning Support Coordinator Work collaboratively with the class teacher to identify students who may need further intervention as determined through data analysis, handover and observations Work collaboratively with the class teacher to develop DPs for those students at risk File a copy of DPs that have been signed by all stakeholders in central filing cabinet Provide teachers as necessary with a list of service providers. Liaise with LSC/SaER Coordinator regularly Engage in Professional Learning where required SaER Coordinator Coordinate the implementation of the LSC/SaER Policy Manage Case Conferences Update LSC/SaER classroom files Analyse LSC/SaER data Develop a PD plan to support the LSC/SaER Policy Accountability and review of DPs with classroom teachers and LSC/SaER Coordinator Work collaboratively with the classroom teacher to ensure class LSC/SaER and High Achiever Profiles are completed and saved on the S Drive under SaER Work collaboratively with teacher providing extension for Gifted and Talented Students Liaise with School Psychologist School Psychologist Collaborate with staff to improve student learning outcomes Liaise with parents to discuss relevant concerns Resource to the whole school Attend case conferences as necessary The successful implementation of this policy will ensure that the identified special needs of all students at Leinster Primary School will be adequately addressed.

5 Leinster Primary School Management Flowchart for Developing a Documented Plan for Students at Educational Risk Concerns identified by school staff or parents 1. Teacher discusses case with the parent(s), LSC/SaER Coordinator (Lynette Keleher) and appropriate others. 2. Teacher may wish to seek advice from School Psychologist. 3. An action (DP) plan is developed and documented by class teacher, LSC/SaER Coordinator and external services (Centre for inclusive schooling, SPER, Dyslexia-Speld) can be consulted as required. Relevant time frame must be included. 4. Parent(s) attend a meeting with class teacher, LSC/SaER Coordinator and school psychologist if available to discuss action plan. All involved to sign document and parents provided with a copy to retain. 5. Implement plan in conjunction with LSC/SaER Coordinator as required. Plan is Working (Continue to monitor, review and keep parent(s) informed) Review at end of set time frame, reflect on previous objectives and set new objectives as required. New Plan is developed after further consultation and reflection. Plan is not working Further discussion with LSC/SaER and School Psychologist Further input required from external agencies/ professionals including; Referrals to other professionals (OT, PT, ST etc.)- these need to be signed by parents and go through LSC/SaER Information from Centre for Inclusive Schooling, Dyslexia-Speld, SPER etc. LSC/SaER Coordinator arranges a case meeting of relevant people to develop an agreed School Action Plan Class teacher to ensure parents are kept informed and involved throughout process. Agreed Action Plan Undertaken for set time frame & continued to be reviewed Plans/Outcomes NOT Achieved- Outcome or plan needs revision Plans/Outcomes Achieved- Ongoing monitoring and/or new objectives set