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Transcript of ICAN FLO Training Workshop Innovative Community Action Networks WELCOME Bec Alessi Acknowledgement...
ICAN FLO Training WorkshopInnovative Community Action Networks
•WELCOMEBec AlessiAcknowledgement of Land
DECS overview
• Helen WildashExecutive Director, Curriculum ServicesDepartment of Education &Children’s Services
ICAN WelcomeInnovative Community Action Networks
• Phillipa DuiganDirector ICAN & Mentoring
• Curriculum Services
ICANs…..Innovative Community Action Networks
• Launched in 2004 as a key part of the SA Government Social Inclusion Board’s School Retention Reference.
• A ‘joined up’ school and community partnership approach led by local community partnership to develop innovative solutions to address local barriers to successful learning outcomes for those most at risk 12-19 year olds in low social-economic areas of the State.
• DECS is the lead agency for ICANs, reporting quarterly to the Social Inclusion Board and the local community partnership model will be expanding across the State from the beginning of 2010.
Premier
Inter-Ministerial Committee
Learning and Work
EconomicDevelopment
Board
Cabinet
Social Inclusion
Board
Northern Regional ICAN
Southern Regional ICAN
Northern Country Regional ICAN
STATE ICAN TEAM
DECS Curriculum Services –Curriculum and Operational leadership
links to DPC (Social Inclusion) and DFC; DFEEST; SAPOL; AGD
ICAN Management Committee
ICAN Youth Advisory Group Indigenous Youth
Advisory Group
Indigenous Parent Group
ParentGroup
Industry Advisory Group
Youth Services Group
Schools in area
Further Training andEducation Local
StateFederal
Government
ICAN Management Committee
ICAN Youth Advisory Group Indigenous Youth
Advisory Group
Indigenous Parent Group
ParentGroup
Industry Advisory Group
Youth Services Group
Schools in area
Further Training andEducation Local
StateFederal
Government
ICAN Management Committee
ICAN Youth Advisory Group Indigenous Youth
Advisory Group
Indigenous Parent Group
ParentGroup
Industry Advisory Group
Youth Services Group
Schools in area
Further Training andEducation Local
StateFederal
Government
ICAN Management Committee
ICAN Youth Advisory Group Indigenous Youth
Advisory Group
Indigenous Parent Group
ParentGroup
Industry Advisory Group
Youth Services Group
Schools in area
Further Training andEducation Local
StateFederal
Government
Local ICAN Mgt Committees
Local ICAN Mgt Committees
Local ICAN Mgt Committees
Western Regional ICAN
Local ICAN Mgt Committees
A socially inclusive society is one where everyone has the opportunity and capability participate in all aspects in the community..
• to LEARN
• to WORK
• to ENGAGE
• to have a VOICETony Vinsen: .Australian
Social Inclusion Board 2009
This requires….
• the RIGHT resources
• the RIGHT opportunities
• at the RIGHT time in people’s lives
ICAN aims at the State and local level
• to successfully re-engage in learning young people from Year 6 up until 19 years of age who have disengaged from school without having completed a formal qualification.
• to achieve this through the provision of individual case management and flexible learning programs to successfully support their transition in to accredited learning and meaningful earning pathways.
ICAN brings together•young people, •families, •schools, •community groups, and non government organisations •businesses and •different levels of government to find local solutions to locally identified issues that prevent young people from completing their education
The BIG issues that impact…..
• Poverty and unemployment• Indigenous• Family breakdown and abuse• Rurality and isolation• Health (esp. mental health and
wellbeing)
Poverty and unemployment
• Low socio-economic status (SES) has a profound effect on school completion, with only 58% of low SES 19 year olds attaining year 12, compared to 84% of high SES. (Foundation for Young Australians, 2008).
Indigenous young people
• Some of the comparatively poor educational results and outcomes for Indigenous Australians are influenced by factors not shared by most other Australians.
(DEST, 2006, p.3
Aboriginal young people
• are half as likely to continue to year 12, with many leaving before completing year 9 or 10
• are substantially less likely to achieve the national minimum literacy and numeracy benchmarks
• are 5 times less likely to attend university and two thirds less likely to attend TAFE
• are more than 3 times as likely to be neither employed or studying.
Family breakdown and abuse
• The incidence of child abuse and neglect is higher in the most socioeconomically disadvantaged and in rural areas.
Hetzel, p.63
• Aboriginal people are more than six times as likely to be the subject of a substantiated notification for child abuse or neglect. SCRGSP ,2009
Rurality and isolation
• In South Australia, 60% of identified disadvantaged localities are in rural areas.
Vinson, 2007, p. 97
• Isolation can lead to an intertwined spiral of decreasing services, including health, further education and employment, and decreasing populations.
Dept of Health and Aging, 2009, Black et al, 2000)
Health
• Individuals are at greater risk of developing mental health disorders if they are or have experienced ‘poverty, social exclusion , violence, peer rejection, isolation and lack of family support’.
Witney & Koller, 2007, p.3
• It is estimated that 20% of young Australians struggle with mental health disorders, particularly depression.
MHFA, 2005
• This same proportion is reflected in early school leavers: one fifth are struggling with mental health issues. Commonwealth of Australia, 2006, p.8
So what????....
“ The more negative life events an adolescent has, the more likely they are to engage in problem behaviours and the less likely they are to engage in a wide range of positive activities”
M. Fuller, 2005
• homelessness• pregnancy and teenage motherhood• juvenile justice• substance misuse
What we hear from our disengaged young people
• adapted from: Munns, G., 2004
Voices Suggest
'Why are we doing this?'
lack of relevance
‘I can’t do this’ lack of ability
‘I’m just a kid from...’lack of connection to place
‘Teacher tells us’ lack of voice
‘I’m not doing that’ lack of control
adapted from: Munns, G., 2004
Community costs of Early Leavers
• lower employment rates• increased welfare payments• lower productivity• lower tax revenue for Australia
Business Council of Australia (2003)
‘Early school leaving and lower levels of education cost Australia an estimated $2.6 billion a year in higher social
welfare, health and crime prevention.’ Education Foundation Australia (2007)
Education provides us with the key to break this cycle
• “Education is.. Arguably the most important determinant of a person’s life chances “. SACOSS, 2007
• The ICAN approach is to find ways of doing “whatever it takes “ to support and reconnect our young people so that their future prospects are improved
It takes a whole village….
• ICAN promotes a shared responsibility for a range of social inclusion factors
• Disengagement is merely one symptom of other issues
• By sharing the responsibility across the whole of community, the issues are addressed collectively rather than fragmented across ‘silo’ approaches by multiple services
The ICAN village
ICAN Management Committee
ICAN Youth Advisory Group
Indigenous Youth Advisory Group
Indigenous Parent Group
ParentGroup
Industry Advisory GroupYouth
Services Group
Further Training andEducation Local
StateFederal
Government
Schools in area
Regional and Local ICAN Program Manager and
Flexible Learning Project Officer
Innovative solutions
Schools alone Partnerships
ICAN Management Committee
ICAN Youth Advisory Group Indigenous Youth
Advisory Group
Indigenous Parent Group
ParentGroup
Industry Advisory Group
Youth Services Group
Schools in area
Further Training andEducation Local
StateFederal
Government
Innovative Solutions
Fix young personto fit system
Students participate in personalised learning through authentic relationships
Innovative Solutions
One size fits ALL One size fits ONE
Flexible Learning Options
Funding to meet needs of young person
Funding toschools
Voices Suggest‘We can see the connection and the meaning'
Sense of relevance
‘I am capable’ Sense of ability and self-esteem
‘It’s great to be a kid from...’ Sense of value and belonging
‘We share’ Sense of voice—being heard
‘We do this together’ Sense of control and co-construction
Listen to me: being heard, being valued
What we hear from our re-engaged voices
adapted from: Munns, G., 2004
ICAN outcomes 2004-9
Over 8,500 young people have participated in
ICAN initiatives over the past five years.•Currently 1600 FLO enrolments in 39 schools •An average nearly 70% success rate in re-engaging young people with learning and earning pathways with an additional 7% actively seeking work•Demonstrated reduction in juvenile justice issues in ICAN areas (39%)
Keys to Success:
1. A strong whole of government commitment, through Monsignor David Cappo and the Social Inclusion Board
2. Governance –cross agency reporting regimes through the Inter Ministerial Committee
3. Local ICAN Management Committee and Program Manager to facilitate community development and broker value add from key stakeholders
4. Flexible enrolment funding to support brokerage of engagement and learning programs beyond the classroom
The ICAN ApproachInnovative Community Action Networks
• Jodie Gregg SmithNorthern CountryRegional ICAN Manager
Who are the players in ICAN ?
Social Imperative
‘Early school leaving and lower levels of education cost Australia
an estimated $2.6 billion a year in higher social welfare, health and
crime prevention.’
Education Foundation Australia (2007)
Personal costs for Early Leavers:
• lower wages and greater financial insecurity.• poorer mental and physical health.• higher likelihood of child abuse and neglect when
they become parents.• higher instances of homelessness, drug and
alcohol abuse, and criminal activity.• up to nine times higher mortality rates than the
general population.Education Foundation Australia (2007)
Economic Imperative
‘We simply cannot afford to have even a small proportion of young people being left out of the opportunity to work, study, continually re-skill and
contributeto our economy.’
unpublished report prepared for COAG, page 7.MCEETYA December 2006), “Transition Pathways
from School to Work or Further Study”,
ICAN EssentialsInnovative Community Action Networks
• Phillipa DuiganDirector ICAN & Mentoring
• Michael AdamsFLO Student
Vocational trades pathways(eg School based apprenticeships)
Vocational education pathways(eg SACE including VET options)
Higher education pathways(eg leading to Further Education & University options)
ExtremeRisk
HighRisk
LowRisk
FULLY ENGAGED AND/OR PART TIME SCHOOLING
FULLY ENGAGED SCHOOLING POSSIBLE PART TIME EMPLOYMENT
STUDENT RISK PROFILE
FULLY ENGAGED MAINSTREAM SCHOOL
STUDENT POPULATION PROFILE
25%
30%
30%
At risk of disengaging 8%
Disengaged4%
3%
STUDENTS ON THE ‘CUSP’ OF DISENGAGEMENT
SIGNIFICANT ISSUES OF DISENGAGEMENT
SEVERELY DISENGAGED
Aboriginal Student Mentoring
StudentMentoring
& YouthDevelopment
ICANFlexible Learning
Options (FLO)
DECS INITIATIVES
ICAN EssentialsInnovative Community Action Networks
• Jason HaskettSouthern Regional ICAN Manager
• Emanuela SimosNorthern Regional ICAN Manager
THE ICAN ESSENTIALSStudent Profiles
• FLO levels 1-4
• FLO 1: Student has inconsistent attendance, signs of disengaging
• FLO 2: Student has occasional attendance , some personal challenges leading to disengagement
• FLO 3: Student rarely attends school and has some social/personal barriers to engagement in learning/life.
• FLO 4: Student has not attended school at all and has many social, emotional, learning and living barriers
THE ICAN ESSENTIALSReferral Options for FLO
• FLO 1 EARLY INTERVENTION • FLO 2 KEEPING ON TRACK• FLO 3 KEEPING CONNECTED • FLO 4 RE-ENGAGEMENT
THE ICAN ESSENTIALSThe Engagement Matrix
• What is the Engagement Matrix?
• How do we use the Engagement Matrix?
• An example: The Northern Metro ICAN’s use of the Engagement matrix
THE ICAN ESSENTIALSThe Engagement Matrix
THE ICAN ESSENTIALSModels of Case Management
In context: FLO Levels & the Engagement Matrix
• ICAN CASE MANAGEMENT
FRAMEWORK
• Case Management Outcomes
THE ICAN ESSENTIALSFLO Primary School Model
PAR
TNER
SHIPS
THE ICAN ESSENTIALSFLO Primary School Trials
• Current Models being developed across the state
• Steering groups to help refine the models, criteria and guidelines
• Support through ICAN Case Management Funds
THE ICAN ESSENTIALSPartnerships
Partnerships are joint working relationship where:
•Independent parties link•Cooperation around common goals•Involve ‘movement’ of all parties (creating something new)•Collaboration on planning, development, implementation and evaluation•Share information, resources, risks and rewards
(Adapted from UK Audit Commission)
THE ICAN ESSENTIALSBuilding Blocks for Effective Partnerships
•Recognition•Respect•Review•Resilience•Responsibility•Rewards•Resolve•Relevance •Reference
(Corporate Citizenship research Unit , Deakin University)
THE ICAN ESSENTIALSIKE ‘n’ FLO
• IKE n FLO
The ICAN Literacy & NumeracyInnovative Community Action Networks
• Libby AndrewICAN Curriculum Manager
Diagnostic assessment forall FLO students
COMPASS
• The Compass project delivers online assessment in literacy and numeracy for ICAN students
• The assessment items are designed to maximise student engagement
• The tasks are year level appropriate• The stimuli are age appropriate
COMPASS
• Lower primary mathematics
COMPASS
• Lower primary literacy
COMPASS
• Early secondary mathematics
COMPASS
• Early secondary literacy
COMPASS
• Early secondary literacy (cont.)
MORNING TEA
FLO an introductionInnovative Community Action Networks
• Phillipa DuiganDirector ICAN & Mentoring
• FLO 2009 Guidelines
FLO how it works…Innovative Community Action Networks
• Liz BrowneNorth West ICAN Program Manager
• Rani BaslisICAN FLO Coordinator
FLO Process· At time of enrolment or re-enrolment, a FLO student (both new and continuing) is identified
using theICAN Engagement Matrix
Background information obtained· Ensure the student is not enrolled in any other state school and has not been
included in that school’s Tier 1 staffing census. Student is not eligible if this is the case, but could be considered for the following school year.
· A Principal to Principal Transfer can be considered, if required.
· Discussion between School FLO Coordinator and person referring student to FLO, if required.
· Consultion with Student Services and Special Education staff prior to continuing referral process, if applicable.
· Consent from caregiver/ parent/ independent student must be obtained before proceeding – this may be done in writing or via verbal consent.
School FLO Coordinator reaches a decision about eligibility· Ensure that external Case Management services are available.
ELIGIBLEICAN FLO Application (Referral)
Form is forwarded to Regional ICAN Program ManagerAND
School FLO Coordinator / SSO enrols student as FLO on EDSAS before census (NB: FLO students are classified as 1.0 FTE’s)
NOT ELIGIBLESchool maintains the
mainstream enrolment and includes the student on the
Tier 1 census
FLO REFERRALS AFTER TERM 1 CENSUS
• FLO students can be referred at any time, provided the enrolment and
• referral requirements are met. • Ensure the student is not enrolled in any other state school
and has not been included in that school’s Tier 1 staffing census.
• After the Term 1 census, case management can not be guaranteed until the following Term.
• FLO funding will be pro-rata from the Term following referral.
FLO Coordinator
The FLO Coordinator is the key contact in the school. They provide leadership and management for FLO processes, procedures and students learning.
FLO Enrolment & Referral
• 2010 ICAN FLO Secondary Referral
• Part A – Pre-referral assessment process• Part B – Referral Options• Part C – FLO Enrolment
EDSAS & Funding
• EDSAS Coding Tips
• FLO Funding & Tier 2 Funding
FLO Reporting
2009 ICAN FLO STUDENT Quarterly REPORT - EXAMPLE ONLY Average Community Case Management Attendance Rate 76%
NAME, SURNAME STUDENT ED-IDFLO PROGRAM / SERVICE NAME
SCHOOL NAMESCHOOL ORG
UNIT NO#
FLO REPORTING
TERM
FLO REPORTING
YEAR
DESTINATION if exiting FLO enrolment
REFERRAL COMMENTSCOMMENTS RELATING TO LEARNING,
ACHIEVEMENT & STUDENT PROGRESS
CASE MANAGEMENT TYPE
COMMENTS RELATING TO CASE MANAGEMENT & STUDENT PROGRESS
SESSIONS ATTENDANCE
EXPECTED
SESSIONS ATTENDANCE
ACTUAL
Literacy & Numeracy
Personal Development
Community Based Learning
Community Case Mgmt
Wellbeing RelationshipsInvolvment in
Learning
Smith, John 123456789A ABC ProgramAberfoyle Park High School
1673 Term 1 2009
Student has attended school 3 days in term 4 and has a history of chronic non attendance-other support services have already been considered
student is progressing with FLP and has achieved SACSA outcomes through program participation: english 4.3,4.7 PE 4.4
School Based
student is keen to stay at school and has been a willing participant in case management meetings during
the term. Student has improved self esteem
14.00 9.00 Y N Y N Negative Reluctant Negative
Smith, John 123456789A ABC ProgramAberfoyle Park High School
1673 Term 2 2009student has now completed his FLP and achieved a SACE unit in integrated studies
School Based
Participation at school is stable and has been working on a
reconcilliation with their mother, to make a move back home to live
14.00 10.00 Y N Y N Reluctant Compliant Reluctant
Smith, John 123456789A ABC ProgramAberfoyle Park High School
1673 Term 3 2009
student has returned home to live with mum and agreed to increase attendance in literacy/numeracy program twice a week and one subject of PE at school
School Based
Students relationship with mother is improving and was able to move home. Students participation in
literacy and numeracy program has helped with build confidence in their
learning
15.00 14.00 Y N Y N Compliant Enthusiastic Compliant
Smith, John 123456789A ABC ProgramAberfoyle Park High School
1673 Term 4 2009 Employment
student has achieved a further SACE unit in work Ed via workplacement. Student has been recommended for FLO for 2009 to support transition back into mainstream education.
School Based
Student's work towards SACE units has increased confidence and student understands they must keep engaging to get into their
chosen career field
15.00 15.00 Y N Y N Enthusiastic Enthusiastic Enthusiastic
S T U D E N T D E T A I L S E N R O L M E N T D E T A I L S E N G A G E M E NT L E V E LC O M M U N I T Y P R O G R A M T Y P ES C H O O L C O M M E N T S C A S E M A N A G E M E N T
2010 Action Plan
• New Schools• Current Schools• New & Current Community Partners• Term 1 2010
TABLE DISCUSSIONS
LUNCH
The ICAN FLO panel
• Director ICAN & Mentoring• Regional ICAN Managers• ICAN Program Manager• DECS Data Management• FLO School Coordinator• FLO School Students
ICAN Flexible Learning
• Ann ThomasICAN Curriculum
Why Flexible Learning?
• Reducing barriers to access• Education for a wider range• Using technologies for greater success• Learners have more control
• ICAN…
Continuing the process
• Flexible learning through new SACE December 3 workshop
• Flexible Learning ‘Curriculum Committee’ established
• Working with new technologies egXO laptop
ICAN Flexible Learning
• Louise JohnsonICAN Curriculum
FLP
FLP headings include:
Your skills You and success More about success How do you learn?Your support teamWorking through problems My planYou and work
Live your dreams Planning your futureWhat sort of life do I want?How will I live?What education and training do I need?Your timetable Reviewing your Plan Leaving school checklist
Integrated Learning Unit – SACE Stage 1 - expires Dec 2009
OLD Flexible Learning Plan
Communication Learning
How do you learn? What education and training do I need?My plan. Reviewing your Plan.
Personal Development
Citizenship
Work
Your skills. How do you learn?Your support team.You and work. What education and training do I need?
Your skills. You and success. Your support team.Working through problems. Planning your future.
Your skillsLive your dreams Planning your futureWhat sort of life do I want?How will I live?
ICAN Personal Learning Plan - PLP
Personal Development
PLP
Citizenship
LearningWork
Integrated Learning Units – new SACE Stage 110 credits each
NEW ICAN Flexible Learning Plan
NEW Commonwealth Partners
• Dave BrownDEEWR, South Australia
• Youth Connections
Youth ConnectionsService model
Services to Individual Young People
Type One: Most at Risk of Disengaging
Type Two: Disengaging / Severely Disengaged
Assistance will be provided to a continuum of at risk young people
Young people at school risk of disengaging
Disengaging / Recently disengaged young people
Severely disengaged young people
Other Services
Type 3: Re-engagement and Outreach Activities
Type 4: Strengthening Regional Services
Youth Connections in SAService model
• Eligible young people and SA Priority Groups • Types of Services• Different services in ICAN and non-ICAN regions
o enhance existing State services in ICAN regionso focus on severely disengaged young people in ICAN
regions
Youth Connections in SAService model cont.
• Regional Advisory Bodies• Community Assessment and Referral Teams• co-location with Partnership Broker (optional)
Juvenile Justice Program• $300,000 program (per annum) linked to Youth
Connections
• SCAEP
LOCAL solutions
LOCAL solutions
• Tanya WilsonChristies Beach High School
LOCAL solutions
• Bruce Mules
John Pirie Secondary School
FLIPCENTRE
Bec AlessiJodie Gregg-Smith
FlipcentreJohn Pirie Secondary School
Flipcentre Aims
• Engage young people with learning.• Provide for alternative mode of curriculum
delivery.• Support specific learning needs.• Case manage learning plans through mentoring.• Offer targeted programmes for identified groups.• Develop strategies for working in a diverse
classroom.• Support professional research (eg. Uni,Tfel ). • Provide access to counselling.
Flipcentre Students
• There is no typical Flipcentre student.• Absence of stigma.
Referral to Flipcentre1. Learning Difficulties
• Numeracy and literacy.• Prolonged disengagement with learning.• Behaviour issues.• Specific curriculum areas.
Referral to Flipcentre 2. Alternative Curriculum Delivery
• Open access college.• Extension studies.• SHIP students (excel r8).• Targeted programmes.• Traineeships/ TAFE
Referral to Flipcentre3. Social Issues
• Non attendees/ truants • Young offenders• Homeless/ independent students• Mental health issues
Flipcentre management
• A suitable physical environment.• Learning plans.• Weekly planners.
Supportive Data
• Reduced referrals to restart room.• Improved attainment data.• Improved attendance.• Anecdotal.
What have we learnt in 3 years ?
• We can make a difference.• Importance of staffing.• Need to communicate with all staff.• Community benefits.• Importance of funding.
FLO & Bec
LOCAL solutions
• Dennis MasonFLO CoordinatorSeaton High School
Closing remarks
• Phillipa DuiganDirector ICAN & Mentoring
• NETWORKING SESSION