Post on 25-Feb-2016
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St. Therese’s Community SchoolSuccessful EngagementInEducation
A journey from 2010
St. Therese’s Community School
- Situated in Wilcannia, NSW Outback – 200km from nearest town of Broken Hill
- Paakantji Land- Catholic School - Diocese of Wilcannia-Forbes- Infants school K-2- 34 students enrolled- At present all students Aboriginal- 6 full time teachers
3 classroom teachers3 off class teachers
Learning Support / Special Ed TeacherWellbeing TeacherPrincipal
- 14 staff members altogether (7 are Paakantji People)
Come to School With UsDVD
The Learner at St. Therese’s Community School
Data CollectionEnrolment remains static averaging 7 new kindergarten students each yearMovement rate to/from Wilcannia approx. 20% students2009 school attendance rate was 69%At the start of 2010 only 55% of students saw what they are doing in the classroom as ‘learning new things’High level of behaviour referrals eg. students climbing on roofs, running out of classroom/school, swearing, violence, etc. End of 2009 whole school average instructional reading was level 4
What we know…
Data collected 2010-2011 from visiting Speech Therapist, OccupationalTherapist, Educational Psychologist, Child Psychologist and Child Paediatrician
25% of students with severe language disorders
50% of Kinder enrolments 2010 were developmentally delayed
20% of students suspected Foetal Alcohol Syndrome
36% of students with high needs (behavioural, social, emotional)
30% of students SWD funded
The Learner
Factors that can impact future learning
• Loss & Grief• Trauma• Substance Abuse exposure• Separation (break-up, jail)• Domestic Violence exposure• Foetal Alcohol Syndrome• Attendance • High behavioural needs• Visible signs of neglect • Students with Disabilities
The Community of Wilcannia
WilcanniaChallenges facing Wilcannia
Unemployment Housing Health – life expectancy Alcohol and drug abuse Domestic violence
Remote Service Delivery Community Remote service delivery is a commitment by governments to work with
Indigenous communities to improve the delivery of services to 29 priority remote communities across the Northern Territory, Western Australia, Queensland, New South Wales and South Australia.
The aim is to improve access to government services and facilities, raise the quality of these services, and better support Indigenous community governance and leadership.
Communities chosen because of high need for improvement and opportunity for potential
COAG has agreed to six targets and associated timelines for Closing the Gap:1. Close the life expectancy gap within a generation; 2. Halve the gap in mortality rates for Indigenous children under five within a decade; 3. Ensure access to early childhood education for all Indigenous four years olds in remote communities within five years; 4. Halve the gap in reading, writing and numeracy achievements for children within a decade; 5. Halve the gap for Indigenous students in year 12 attainment or equivalent attainment rates by 2020, and 6. Halve the gap in employment outcomes between Indigenous and non-Indigenous Australians within a decade.
SPOTLIGHT ON WILCANNIA
Remote Service Delivery Community
What the Research is saying…
• Belonging, Being and Becoming The Early Years Learning Framework, Dept of Education
• Teaching Reading: Report and Recommendations from the National Inquiry into the Teaching of Literacy
Dept of Education• Calmer Classrooms – A guide to Working with Traumatised Children
State Government Victoria• How People Learn
John Bransford• Play Matters
Kathy Walker• Teaching Children with Reading Difficulties
Deslea Konza• Visible Learning
John Hattie• Six Secrets of Change
Michael Fullen• Two Way Teaching and Learning
Purdie, Milgate and Bell
School Framework Purposeful – Positive
A Clear Direction and Vision
Education
Save the Children
Playgroups
Personal Learning
Plans(PLPs)
Agreed Literacy Practice
Agreed Numeracy Practice
Sharing our
Story
Paakantji Cultural
Programs
Whole School Literacy Groups
Jolly Phonics
First Steps
First Steps Maths
Whole School Prayer
Godly Play
Aboriginal Spirituality
Integrated Units ICT Play Based
Learning & Structured Playground
Flexible Learning
Peak Hill Sight Word
Program
Meditation
Mathletics
St. Lucy’s Special School
- visiting tchrs- Skype lessons- Arts/Tech
Early Childhood
Focus Group
(meet once a term)Paakantji
Language Circle (meet once a term)
Community Support and
helpers
Assessment and
Reporting
Cultural Immersion Program
(start 2012)
Instructional DVD and
Aboriginal Immersion Experience
School Staff
Principal Religious Education
Coordinator
Lead Teacher
Learning Support Teacher
ICT Teacher
Classroom Teachers AEWs
Support Staff
Catholic Education
Office
National Partnership
ProgramBoard of Studies
Health
Maari Ma Nutrition
Maari Ma Dental
Mercy Action Group
Paediatrician Dept. Rural Health
St. Lucy’s Special School
School Based Health
Wilcannia Kids
Support Coordinator
- fund 15 hour a week staff
member - fund recess
and lunch, milk cheese
break
- fully fund
toothpaste and
toothbrushes- in class
lessons once a term
Fund breakfast program
each month
- Referrals by teachers or parents- Once a month visit (3-4 students each visit)
- Assessment done on referrals- Uni students (Speech, O.T- 6 day visits per term
- Speech Therapist and Occ. Therapist visit for 3 days every term
- First Aid person- PD/H
curriculum- Transport to
Doctor’s if needed
Initial stages of
development of this role by
Aboriginal Affairs NSW
Parent & Community Engagement
Wilcannia Inter
agency Group
(meet once a month)
School Open Days
School Committee(meet once
a term)
Birthday Assemblies
Comm Visits
(once a month)
Brighter Futures
Parenting Programs
Transport for
funerals
Wilcannia Comm Dinners
Morning and
Afternoon bus runs
Newpaper Newsletter and Website
Come to School With
UsDVD
PLPsComm
Working Party(meet once a month)
Royal Flying
Doctor’s Psych
Julie Hollitt
Ed. Psych
Early Childhood Counsello
r
School Based Programs and Support
Wilcannia Case
Coordination Group
Student referrals
from school
and parents (once a week)
Seasons for Growth
Referrals classroo
m support (Once a
year)
Funded through Save the Children(2 days a
week)
Child Mental Health (Broken
Hill)
School based
programs 2012
Far West Child Develop and Wellbeing Group
Early Process of developing group
Client & Family service referrals
(met once a month)
Restorative Practice
One-on-one
intensive support
work including sand play
Staff Supervisio
n
Counsellor (once a term)
AEW Supervision support
(CEO)
Beginning Teacher
Mentoring
Principal Mentoring
Wellbeing
Wellbeing
Teacher
2 year funded position through
RSD
Best Practice / Successful Engagement – Learner as Centre
Personalised Learning Plans (PLPs)1. Attendance2. Behaviour3. Learning
Student voice & parent voice included
Restorative Practice
Building, Maintaining and Restoring Positive Relationships
Consistency – Fair Process
Circle Time
Encouraging self-regulation and independence
At St. Therese’s School we are safe and friendly learners
Holistic Approach
Nutrition ProgramBreakfast, Fruit, Cooked Lunch
Dental Program
Seasons for GrowthDealing with Loss and Grief
Prayer and Religious Education/Spirituality
Speech ProgramsIntensive individual/small group
programs
Occupational Therapy ProgramsIntensive individual/small group
programs
Wellbeing ProgramsIntensive individual/small group
programs
Structures/routine/organisation
• Visual Timetables• Predictability• Quiet Time (Music)• Flexible Learning• Stable, safe environment• Change over of staff• Unstructured, unstable home
lives
Structured Playground
• Engaging equipment• Staff involvement• Restorative Practice Framework• Social Skill development• Proactive
ICT
• Effective resources for engagement and learning
15 ipads2 ipods2 flip cameras1 video cameras15 netbooks10 XO laptops4 Interactive
Whiteboards1 Listening Post
• Lack of ICT in homes• Skype Lessons• Digital World
Resources
• National Partnership Funded• Engaging & effective• Hands on use• Student ownership
Classroom – set up for success
• Spaces Quiet, Reading
• Behaviour ManagementR.P. – Consistent, Fair, Firm
• Classroom ManagementVisuals
• Set the SceneNow - then
• Lesson breaksOT activities / songs
• ObservationLearner as Centre - flexibility
Play Based Learning
Why Play…• Develops decision making skills • Encourages them to accept
responsibility for their learning and behaviour
• Increases opportunities for language development
• Builds motivation among children and allows for self direction
• Supports children in understanding cooperation and group values
• Builds self confidence in children• Fosters a child’s sense of
imagination and curiosity• Supports children developing a
sense of self and identity.
Some of our students have missed this early part of their development
Adult is there to guide, evoke, challenge, support, extend
Aboriginal Education Workers (AEWs)
• Cultural Support• Community
Support• Classroom
assistance• Role models
plus much more
Term 1 Child protection/duty of care workshop -
Diocesan staff Workshop with NPs facilitator - Liz
O'Callaghan Clarification of roles and responsibilities Literacy workshop - STCS
staff ICT workshop - Robert
Fajks Skype to form professional networks Professional Learning Conversation - Merindah
Wilson (To be confirmed) Ongoing support for implementation of PLPs – Dio &
School Staff.
Term 2 Workshop with NPs facilitator - Liz
O'Callaghan Behaviour and well-being workshops - Restorative
Practices ICT workshop Tessa Franks
and Merindah Wilson Smartboard training. Ongoing support for implementation of PLPs –
Dio & School Staff. Professional Learning Conversation - Merindah
Wilson
Term 3 Child protection/duty of care -
Diocesan staff Literacy workshop - STCS
staff ICT workshop - Robert
Fajks Individualized plan for each AEW Workshop with NPs facilitator - Liz
O'Callaghan Professional Learning Conversation -
Merindah Wilson Ongoing support for implementation of PLPs – Dio &
School Staff.
Term 4 Workshop with NPs facilitator - Liz O'Callaghan Behaviour and well-being workshops - Restorative
Practices ICT workshop Robert Fajks (To be confirmed) Ongoing support for implementation of PLPs –
Dio & School Staff.
Aboriginal Education Workers (AEWs) Professional Learning Plan
TARGETSTo establish clarity of roles, tasks, timetables and legal obligations in the classroom, playground and community.To provide professional learning and practices based on current research for children in remote communities.To acknowledge the critical role played by AEWs in the education of these children and to build confidence, capacity
and leadership.
Paakantji Culture & Language Program
Culture & Community
• Paakantji means ‘River People’• Paakantji Land runs along the Darling River
• School Paakantji Cultural Program important- developed over 30 years- contributed to by well over 50 people- generations
• Documenting the language and cultural history- Space within school- Photos- Songs- Posters
• Community Centre – in the works
Focus
Early Stage 1 (Kindergarten)
Stage 1 (Yr 1 & Yr 2)Two Year Cycle
Even Years Odd Years
Term 1
Identity
Me
My Family
Belonging
Term 2
Energy
Moving
Our Land
Transport
Term 3
Environment
Our Place
People in my Community
Places in my Community
Term 4
Change & Growth
My Changes
Growing & Changing
Past, Present, Future
Integrated Units
Term Unit of Work Linked with Foundation Statements
KEY LEARNING AREAS HSIE Science &
Technolgy Creative Arts PD/H/PE Paakantji Cultural
Studies 1
Me
Students develop an
understanding of who they are
through identifying personal
characteristics and qualities as well as the parts of their bodies
and they explore their immediate
environment by using their
senses
CUES1 Communicates some common characteristics that all people share, as well as some of the differences. CCES1 Describes events or retells stories that demonstrate their own heritage and the heritage of others.
LTES1.3 Identifies ways in which living things are different and have different needs ICES1.2 Recognises and uses various means of communication UTES1.9 Identifies and uses a limited range of computer based technology when undertaking exploration and production
VAES1.1 Makes simple pictures and other kinds of artworks about things and experiences. MUES1.1 Participates in simple speech, singing, playing and moving activities. DRAES1.1 Uses imagination and the elements of drama in imaginative play and dramatic situations. DAES1.1 Participates in dance activities and demonstrates an awareness of body parts, control over movement and expressive qualities.
PHES1.12 Displays basic positive health practices IRES1.11 Identifies how individuals care for each other DMES1.2 Identifies some options available when making simple decisions COES1.1 Expresses feelings, needs and wants in appropriate ways
1.UL.1 Recognises and responds to words, phrases and simple sentences in Aboriginal language 1.UL.2 Identifies and responds to features of written languages 1.UL.3 Uses known words in Aboriginal languages to interact in everyday situations 1.MBC.2 Identifies cultural practices and relates these to personal experiences Paakantji Language - Facial Parts - Body Parts - Colours Paakantji Songs - Miki, Munga, Yalka - WallTall&Walkbout - Clap your mara - Flag Song - Yaalthi Yuri -Totem Song Paakantji Culture - Senses / hunting, danger, cooking - Totems - Hunting (tools)
Moving
CUES1 Communicates some common
PPES1.4 Explores and identifies ways
VAES1.2 Experiments with a range of media in
MOES1.4 Demonstrates a general awareness of
1.UL.1 Recognises and responds to words, phrases and
Early Stage 1 Unit of Work
Paakantji Language Circle
• Meets four times a year• Menidee, Broken Hill and
Wilcannia Schools• Staff who teach Paakantji
Language in schools along with Principals
• Developing Units of Work for the teaching of Paakantji Language
• Development of a website• Employment of a Paakantji
Language Community Worker• Sharing ideas, strategies,
issues• Supported by the Board Of
Studies
Community Events & Bush Trips
• Community Visits• NAIDOC – schools & community• Agencies and NGOs organised events• Wilcannia Central School• Mutawintji Open Air Camp• Various significant sites/locations in
Wilcannia and surroundings- bush tucker- bush medicine- Old ways
Publications and Promotion
• My Mara Love to Clap• The Naked Boy and the
Crocodile
• Falling Star• The Moon and the Gecko• The Galah and the Frilled
Neck Lizard
• Bush Tucker Dreaming• Down River ‘Wilcannia Mob’
Aboriginal Spirituality &Religion
• Whole School Prayer- Creator Spirit- Meaningful to own experiences- Songs / Action
• Relaxation/Meditation- Quiet music- Quiet calm spaces- Gardening
• Dreamtime Stories• Sharing our Story
- River Bank to Classroom- Adapting units –
relevant/meaningful- Creative Arts
PassionatePositive
Proactive
Staff Wellbeing & Support
Factors with living in a Remote Aboriginal Community
• Isolation• Travel• Networks (family/friends)• Access to services• Cost• Close living with colleagues• Cultural differences• Work life - Home life• Increased community involvement (always on)
Supporting Teachers at St. Therese’s Community School
• School support• Principal/Mentor• CEO support• Isolation allowance• Western Leave Days• Staff supervision• Specialist support each term• Professional Development• Accommodation – new teacher housing mid 2012• Colleagues / Site• Recent Graduate Support
(Developed School Wellbeing Document)
Partnerships
St Lucy’s School WahroongaSpeech and Occupational Therapist every term
Maari Ma HealthNutrition and Dental ProgramsPaediatricianNutrition Worker
Save the ChildrenIntensive Supported PlaygroupsSocial Welfare Role
Brighter Futures and CentacareParent Groups
Other school link ups
Full nutrition program (breakfast, fruit, milk and cheese, cooked lunch)
Bus pick ups and drop offs (start at 8.30am – keep going back)
Safe & Engaging environment (technology, resources, events, open days)
AEW involvement & support(community perspective)
Individualised Attendance Targets (connected with PLPs)
Staffing – teacher:student ratio (behavioural/emotional/social/academic)
Involvement in various meetings/groups focusing on attendance(identify some of the real issues – connect families to support, Brighter Futures, Centacare, Safe Families)
Connection with Wilcannia Central School and FaCSHIA(communicate common attendance message to community)
Improving Student Attendance
Education Plans developed on all KLAsClassroom Lessons ‘best practice’
filmedStaff Handbook developed3 Year Restorative Practices PlanSchool Annual Plans link to Professional
Learning Plan which is linked to Professional Learning Cycle (PLCs)
National Partnerships Plan (4 year)Remote Service Delivery Plan (4 year)
ALL LINKED TOGETHER
Succession Planning
Strategies for Engagement & Learning
Learning and Teaching Practices DVD
Reading Level Letter ID (out of 54)
Word Test (out of 15)
Writing Vocab HRSIW (out of 37) C.A.P. (out of 24)
3.07
34.7
4
10.2
15.8
11.6
3.4
38.5
4.9
12.2
22.6
14.2
5.25
44
8.5
17.2
29
13.5
Kindergarten Observational Survey Results(Average Score)
2009 2010 2011
Reading Level Letter ID (out of 54)
Word Test (out of 15)
Writing Vocab HRSIW (out of 37) C.A.P. (out of 24)
8.25
50
9.8
21.1
26
16.913
51.7
12.2
26.230.1
18.2
Stage 1 (Year 1 and 2) Observational Survey Results(Average Score)
2010 2011
0102030405060708090
100
Term 1 200
7
Term 2 200
7
Term 3 200
7
Term 4 200
7
Term 1 200
8
Term 2 200
8
Term 3 200
8
Term 4 200
8
Term 1 200
9
Term 2 200
9
Term 3 200
9
Term 4 200
9
Term 1 201
0
Term 2 201
0
Term 3 201
0
Term 4 201
0
Term 1 201
1
Term 2 201
1
Term 3 201
1
Term 4 201
1
Overall School Attendance (YearlyPercentages)
Attendance Data
Reflection and Questions
Invitation to ask a question or share a comment or thought
‘Every child deserves the opportunity to reach theirfull potential.’
Thank you