Queensland Government

Kingaroy State School

Student Services Support Whole School Support Processes Kingaroy State School

Central to the success of our support services is the involvement of the

parents or care givers. The school developing a positive relationship with

the parents or care givers is an absolute imperative if a positive outcome

for the student and his/her family is to be achieved.

• Universal Supports (Green Zone Support)

• Targeted Supports (Yellow Zone Support)

• Intensive Supports (Red Zone Support)

Student Requiring Support

Guidance Officer

RAI

Class Teacher

Principal and

Deputy

Paediatrician

HOSES

STLAN

BMST

AVT Intensive

Behaviour Support

Senior Guidance

OfficerOther

Specialist services

CYMHS

Student Services

Committee

CTC

Inclusion Teacher

Teacher Aide

Support

DOCHS

Adopt a Cop

Parents/

Carers

Intervention Teacher

Support Services Overview-

Who may be involved?

General Information- Role Description Checklist

This table describes the roles of each agency or support service person.

Central to the success of our support services is the involvement of the parents or caregivers. The school developing a positive relationship with the parents

or caregivers is an absolute imperative if a positive outcome for the student and his/her family is to be achieved.

Description of Service Role with Intensive Behaviour Support Service Accessed

SCHOOL BASED SUPPORTS- MAY BE INVOLVED AT ALL LEVELS OF SUPPORT

Classroom Teacher

• Provide initial support to student

• Modify programs and processes as needed

• Liaise with parents/caregiver as needed

• Complete necessary academic assessments

• Be available to liaise with outside agencies as needed

• Collect individual student data

• Document items in One School

• Update student records regularly

• Complete Student Tracking folders

Student Services Committee

• Evaluate need and allocate resources in a timely manner

• Review student progress

• Liaise with teaching and school based staff

HOSES

• Supports Principal and Deputy Principal see below

• Maintaining Flexible Arrangement paperwork

• Complete necessary assessments- FBA, Classroom Profiling etc

• Writing IBMP’s

• Links to many outside agencies listed below

• Support teachers in writing referral letters to specialists

BMST

• Provide support to teaching staff around student behaviour needed

• Complete necessary assessments- FBA, Classroom Profiling to be offered

• Conduct student observations and feedback to teaching staff

• Promote “Walk Throughs” as a means of collegial support

• Apply for Regional BM funding

• Maintaining Flexible Arrangement paperwork

• Writing IBMP’s

STLaN

• Complete necessary assessments- academic

• Work with teaching staff to developing programs/ activities to support student

learning/behaviour

• Update Support Provision

• Manage documentation forms and files

• For full Role description see “Intervention at Kingaroy State School”

Principal and Deputy Principal

• Liaise with parents about involvement of school based and outside agencies

• Overseas school based practices- student time out, station 4, teacher assistance

with poor student behaviour, student removal, emergency or critical response

etc.

• Manage consequences for poor behaviour

• Manage day to day running of positive reward systems

• Support teaching staff with available resources

• Support and participate in SWPBS team

Teacher Aide (if allocated time due to intensive behaviour or as part of intervention

program)

• Support the teacher in class, program from teacher with school based staff input

Inclusion Teacher (If allocated time due to Intensive behaviour- Phoenix Program)

• Plan for academic needs of students with teachers

• Plan and implement academic modifications

• Report back to teachers to work completed and progress of student

Guidance Officer-YELLOW/RED ZONE SUPPORT

• Complete necessary assessments

• Liaise and provide support to staff, student and family around behaviour concerns

• Complete necessary funding applications

• Liaise with external agencies and personnel as needed

ECDP

• Early intervention for students and support for families

AVTASD- YELLOW/RED ZONE SUPPORT

• FBA assessment of students

• Teacher support

• Classroom observations of students

• Classroom Profiling

EXTERNAL SUPPORTS- RED ZONE SUPPORT

Senior Guidance Counsellor

• Support GO in Intensive Behaviour Support process

RGOIBS- HOW TO ACCESS RGOIBS SEE BELOW (RED ZONE INTERVENTION ONLY)

• work with Guidance Officers as a co case worker with students with highly

challenging behaviours

• build capacity by working with Guidance Officers in providing training or

facilitating in-service activities

• provide advice on case management and strategies for working with students

with challenging behaviours

• assist Guidance Officers working with school teams including Regional Behaviour

Management workers, on behaviour management issues within that school

and/or for individual students

• provide advice and training to Cluster Guidance Officer teams on issues related to

behaviour management

RAI Service

• Provide family or targeted counselling services

Paediatrician

• Diagnosis and therapies, referral, parent information

CYMHS

• Referred to by Paediatrician

DOCHS

• Involved if open case file in accessing support for the family and student

CTC

• For students 13 and over. CTC can work in a limited capacity with 12 year old

students

• Access to services is on a case by case basis

Adopt a Cop

• Classroom visits

• Involvement in general school activities

DSQ (Disability Services Queensland)

• Case conferencing with children and families of children with multiple disabilities

• Provision of respite care

Community Health

• Hearing testing

• Referrals to ECDP

• Referrals to Q Health Speech and OT

Private Counselling

• Referred to by school

• Referred to by outside agency

Centacare

• Family support

Private Tutoring

• “Clever Kids” can be referred to by school of external agency e.g. RAI

South Burnett Autism Support Group

• Support for families with children with autism

• Can be referred to by school or outside agency

Other Specialist Services

Graham House- crisis house short term for families

Fiar House- residential care for students

Kywong Refuge- crisis house short term for families

Support Actions Checklist

Central to the success of our support services is the involvement of the parents or care givers. The school developing a positive relationship with the parents

or care givers is an absolute imperative if a positive outcome for the student and his/her family is to be achieved.

Support Actions- Intensive Behaviour Support Support Accessed

1. Classroom Teacher- please see diagram below. Please use as a checklist to assist

decision making

2. Student academic/behaviour data analysed

3. Referral to Student Services Committee- school based personnel input discussed

4. Parent permission gained for GO/BST input

5. BST accessed for initial input

6. HOSES and STLaN input sought if appropriate- necessary screeners completed

7. Classroom observations by BST

8. GO Assessment completed

9. IBM Plan written

10. Alternative classroom timetable developed if needed

11. Alternative lunchtime timetable written if appropriate

12. Individual Support Plan written- if appropriate

13. Teacher Aide support given if needed

14. RAI discussed with parent/caregiver

15. Paediatrician referral discussed with parent/caregiver

16. Case conference with Paediatrician

17. Letter of support written for parent and Paediatrician

18. Flexible arrangement discussed with parent

19. “Walk Through” collegial support

20. DOCHS involved if appropriate

21. Functional Behaviour Analysis completed

22. Classroom Profiling completed- if appropriate

23. Outside agencies involved e.g. CTC, centre care- if appropriate

24. Possible inclusion in Phoenix Program

25. District Behaviour Management money accessed

26. NEP funding submission completed

27. SGO input sort

28. AVT Intensive Behaviour Support accessed

29. Involvement of Adopt a Cop

Kingaroy State School- “How Can the Classroom Teacher Help- in a PBS Classroom”

Student Services Referral Process

Universals Support (Green Zone Support)- managed by classroom teacher

Universal Support in a

PBS Classroom

Differentiate "if students don't suceed 60% of the

time they will do anything to get out of

your room"

Classroom BM Plans Follow throughStay in control of

emotionsPositive reinforcement

Individual reward systems

Liaise with parentsDiscuss student with

relevant staffFocus on the behaviour

not the childDescriptive

encouragement

Waiting and scanning-assertive use of body

language

Redirection Giving a choice Selective attending Seating plans Time outComplete forms for

Student Services

Establish ExpectationsEncouraging body

languageCase conference as

neededGive clear direction

Wait and scan-acknowledge on task

behaviourStartegic Capitulation

Make expectations explicit

Be calm and assertiveAlways foster a positive

relationship with the student

Communicate Communicate

Communicate

Be consistent and fair Avoid power struggles

Targeted Support

Teacher identifies concerns about student’s behaviour, learning or other area (Social Emotional Learning), GE students (Yellow Zone Support)

Teacher Concerns

•Teacher identifies concerns about student’s behaviour, learning or other area (Social Emotional Learning), GE

•Check to see if student has been targetted for support in previous years (Student Folder ask BMST,STLAN) as Forms A/B/C and GE process may have been already filled in and support plans in place

Access Specialist Support

•Teacher has initial discussion with parent/carer outlining concerns

•Teacher has initial discussion with BMST, STLaN, GO, DP, HOSES, P, SLP

•NB At start of year STLaN gives classroom teachers list of students with Support Provisions at beginning of each year and places on Team Site.

•NB At end of year teachers update student tracking folder with Targeted and Intensive Supports utilised.

•Decision made about need to refer, initial data collected by classroom teacher including OneSchool Behaviour and Academic

•Forms A & B completed, appointment made for Student Services meeting (THESE NEED ONLY BE COMPLETED ONCE -NOT EACH YEAR. CHECK STUDENT FOLDER, BMST/STLAN BEFORE PROCEEDING)

Student Services Committee

Involvement

•Teacher presents case to Student Services Committee

•Support Provision made on OneSchool

•Action Plan competed with timeframe allocated

•Case Manager determined (BMST, STLaN, GO, HOSES, SLP)

•Student Action Plan review date planned (6 weeks)

•Student Action Plan copied for Class Teacher to implement and Student Services file

•Feedback to parent, plan signed

Gather Data

•BEHAVIOUR Data

•Interest inventories

•Background data – family, school history,

•Academic and OneSchool behaviour record

•Behaviour data (FBA Data Gathering Tool, classroom observations, shadowing, profiling, family/student/teacher interviews, questionnaires)

•http://www.learningplace.com.au/deliver/content.asp?pid=50276

IMBP Written

•If needed Individual Behaviour Management Plan (IBMP) written by class teacher in consultation with BMST

•Possible verification

•Referral to other agencies (see list of Support Services)

•Review process (usually 6 weeks depending on case)

•Possible verification

•Referral to other agencies (see list of Support Services)

•Class teacher and BMST to monitor. Review through Student Services Committee

ACADEMIC/ Social Emotional Learning/ESL Data/GE data

•SNAP, School based data, Parent interviews, One-School records

OTHER

•Professional Assessments – GO, SLP, Paediatrician, OT, Senior GO,

hearing/vision

• GE Data collected

Intensive Support- Red Zone Support

Student Services Committee

*STLAN, HOSES, GO, BMST, DP, Principal, CT, SLP have met- referral completed

*Form A/B/C/E completedStudent Support Plan implemented

*6 week review of SSP- no improvement

*No improvement- see below for process

What information do we have?

What information do we need?

Where does referral go next?

Case Management Team Established GO, CT, BMST,

HOSES, STLAN,DP, inclusion teacher

Parent Liason Person allocated to update parent/administration on

progress of the team

Data Collection Point

What data needs to be collected and collated?

Who is responsible for data collection?

What is my action plan?

GO

Cognitive

AssessmentFBA

Link to SGO

BMST/

HOSES

Formal Obs

Case Management Team to finalise:

Where does the data need to go?

What does the data say?

Paediatrician SLP SGO

Principal briefed by Case Management Team Leader

Actions developed and implemented and communicated to parent by Parent liason Person

RAI CYMH CTC Parent

FBA Profiling Walk Throughs

STLAN

SNAPAcademic

data

CT

Data for FBA

Academic data

Principal briefed by Parent Liason person

Principal briefed by Parent Liason person

Intensive Behaviour Support-

Case Management Process-

to be utilised when normal

school procedures are

ineffective

To access RGOIBS this service for support for individual Guidance Officers:

Step 1: The Guidance Officer discusses the case/issues/needs with the Senior Guidance Officer.

Step 2: The Senior Guidance Officer investigates the issues and current interventions including the use of local

resources.

Step 3: A decision is made to request additional support. It will usually be appropriate for the Guidance Officer to

discuss this step with the Principal especially if the request is for additional services to a student or school staff.

Step 4: The Senior Guidance Officer fills in the attached referral and emails a copy to Sharon Robertson (RGOIBS for

2011).

Step 5: The RGOIBS contacts the Guidance Officer and arranges follow up. Follow up may be a face to face visit,

phone contact, and/or email contact.

To access this service for a cluster team of Guidance Officers:

Step 1: The Senior Guidance Officers determines the need from the team eg group training.

Step 2: The Senior Guidance Officer discusses the issues with the RGOIBS and if appropriate, makes a formal request

via email.

Step 3: Dates, times and venues are organised for the training.

Administration Decision Making Process- Intensive Behaviour Support (Incidents)

Decisions are made on the premise that:

• The learning of the other students and the right of the teacher to teach are paramount

• One size does not fit all

• That plan A/B and C are often needed when working with these students

• That there are outside influences that affect these students and the way they relate to others

• Incidents have to be prioritised as often there are multiple things happening that need attention

• The decision making process and reasons for the decisions will be communicated back to the classroom

teacher

• Serious incidents will involve some level of debrief of the students- the amount of debrief will depend on

the seriousness of the incident and the direct impact on the students

Situations involving these students are often:

• Complex in nature and happen quickly

• Involve other parties, witnesses and an investigative process

• Different day to day

• Happen often in quick succession and when other situations are developing simultaneously

• Start at home or outside of school, making an accurate assessment difficult

• Involve input from parents and caregivers

When making decisions the following can influence the final decision:

• Seriousness of incident- injury to others, did the students endanger him/herself, stress levels of other

students and staff, disruption to learning

• Involvement of outside agencies and influences on the student- family situation at the time of the incident,

change in family circumstances (physically, emotionally, financially), is there an outside agency needing to be

consulted

• Behaviour history- is this a new behaviour or a repeat of old behaviour

• Number of recent incidents (in short time frame)

• Family situation- protective behaviours of caregivers, student safety, single parents, working parents,

assistance form extended family

• The importance of the punishment to the student- some students like being suspended- is another

consequence more appropriate

• Appropriateness of consequence- natural justice/ restorative justice

SEE FORMS A/B/C ATTACHED

Student _________________________ Date of Birth ________________ EQ ID ___________________

Yr Level _______ Teacher _________________________

Parent Name ______________________________ PH Contact _______________________

Parent Signature _________________________ Date of Parent / Caregiver Contact: ________________

REASON FOR REFERRAL

Highlight & Rate the child’s need as: 1 High 2 Medium 3 Low N/A Not Applicable

ACADEMIC BEHAVIOUR SOCIAL EMOTIONAL

Reading Safety Motivation / Attitude

Mathematics Impulsiveness Interaction & Participation / Withdrawal /Task evasion

Written Tasks Attention Seeking Self Care including toileting& hygiene

Expressive Communication Non-compliance –defiance, sullenness, refusing to follow directions

Maturity

Receptive Communication Defiance of authority Organisation & self-direction

Fine Motor Skills Aggression – fighting, bullying, verbal abuse

Independence in learning

Gross Motor Skills Temper Tantrums Self-Esteem

Ability to sequence learning tasks Task avoidance Anxiety

Concentration & attention to tasks Peer relationships

Giftedness + area Social Skills

Vision Attendance / frequent change in address / schools

Hearing Eating & Dietary

Self Stimulatory Behaviours

Narrow range of interests

IDENTIFICATION OF CONCERNS – Form A

Additional Information: Expand on any of the areas highlighted on the previous page

Personality Typing: _____________________ Learning Style: ____________________

DATA / ASSESSMENT P - 7 - FORM B

Student Name EQ ID Date of Birth Year Level

Data / Assessment Source Date Results / Participation

PM Benchmark / Prose (Running Record / Comp Level)

Words Their Way PAT- R PAT- M Year 2 Continuum

• Reading • Writing • Number

NAPLAN Year 3 Band Levels • Reading • Writing • Spelling • Grammar & Punctuation • Number

NAPLAN Year 5 Band Levels • Reading • Writing • Spelling • Grammar & Punctuation • Number

NAPLAN Year 7 Band Levels • Reading • Writing • Spelling • Grammar & Punctuation • Number

Chatterbox support Prep / Yr 1 RAPT Prep / Yr1 ELF Yr 1 / Yr 2 PAL Yr 4 Guidance – cognitive assessment Speech Language Reports Medical Reports: Paediatrician Specialist Occupational Therapy Physio Visual Hearing Counselling

English As Second Language Individual Support Plan (SEP) Education Support Plan (In Care) Personalised Learning Plan (Indigenous) Intervention: Classroom support Intervention: Yr 2 Net support Intervention: Inclusion support

STUDENT ACTION PLAN – Form C Student:_______________________________ Date of Birth: __________________ EQ ID: __________________ Yr Level: ________ Referring Teacher:___________________________ Date: ______________ Start Date: ________________ Finish Date: ___________________ Case Manager: ________________________________

PLAN/STRATEGIES

PERSONNEL

OUTCOME & RECOMMENDATIONS

Signatures: Class Teacher __________________________ Parent ________________________ Principal or Delegate ________________________ (Position)

Date _____________ Date _______________ Date _____________