Presentation on theme: "ICAN FLO Training Workshop Innovative Community Action Networks"— Presentation transcript:
1ICAN FLO Training Workshop Innovative Community Action Networks WELCOME Bec Alessi Acknowledgement of Land
2DECS overviewHelen Wildash Executive Director, Curriculum Services Department of Education & Children’s Services
3ICAN Welcome Innovative Community Action Networks Phillipa Duigan Director ICAN & MentoringCurriculum Services
4ICANs….. 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 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.
5Social Inclusion Board Economic Development Board PremierCabinetSocial Inclusion BoardEconomic Development BoardInter-Ministerial CommitteeLearning and WorkSTATE ICAN TEAMDECS Curriculum Services –Curriculum and Operational leadershiplinks to DPC (Social Inclusion) and DFC; DFEEST; SAPOL; AGDNorthern Country Regional ICANNorthern Regional ICANSouthern Regional ICANWestern Regional ICANLocal ICAN Mgt CommitteesLocal ICAN Mgt CommitteesLocal ICAN Mgt CommitteesLocal ICAN Mgt Committees
6to LEARN to WORK to ENGAGE to have a VOICE A socially inclusive society is one where everyone has the opportunity and capability participate in all aspects in the community..to LEARNto WORKto ENGAGEto have a VOICETony Vinsen: .Australian Social Inclusion Board 2009
7This requires…. the RIGHT resources the RIGHT opportunities at the RIGHT time in people’s lives
8ICAN 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.
9ICAN brings together young people, families, schools, community groups, and non government organisationsbusinesses anddifferent levels of governmentto find local solutions to locally identified issues that prevent young people from completing their education
10The BIG issues that impact….. Poverty and unemploymentIndigenousFamily breakdown and abuseRurality and isolationHealth (esp. mental health and wellbeing)
11Poverty 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).
12Indigenous 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
13Aboriginal young people are half as likely to continue to year 12, with many leaving before completing year 9 or 10are substantially less likely to achieve the national minimum literacy and numeracy benchmarksare 5 times less likely to attend university and two thirds less likely to attend TAFEare more than 3 times as likely to be neither employed or studying.
14Family breakdown and abuse The incidence of child abuse and neglect is higher in the most socioeconomically disadvantaged and in rural areas.Hetzel, p.63Aboriginal people are more than six times as likely to be the subject of a substantiated notification for child abuse or neglect. SCRGSP ,2009
15Rurality and isolation In South Australia, 60% of identified disadvantaged localities are in rural areas.Vinson, 2007, p. 97Isolation 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)
16HealthIndividuals 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.3It is estimated that 20% of young Australians struggle with mental health disorders, particularly depression MHFA, 2005This same proportion is reflected in early school leavers: one fifth are struggling with mental health issues. Commonwealth of Australia, 2006, p.8
17So 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, 2005homelessnesspregnancy and teenage motherhoodjuvenile justicesubstance misuse
18What we hear from our disengaged young people VoicesSuggest'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 controladapted from: Munns, G., 2004adapted from: Munns, G., 2004
19Community costs of Early Leavers lower employment ratesincreased welfare paymentslower productivitylower tax revenue for AustraliaBusiness 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)
20Education provides us with the key to break this cycle “Education is.. Arguably the most important determinant of a person’s life chances “. SACOSS, 2007The 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
21It takes a whole village…. ICAN promotes a shared responsibility for a range of social inclusion factorsDisengagement is merely one symptom of other issuesBy sharing the responsibility across the whole of community, the issues are addressed collectively rather than fragmented across ‘silo’ approaches by multiple services
24Innovative SolutionsStudents participate in personalised learning through authentic relationshipsFix young personto fit system
25Innovative SolutionsOne size fits ALLOne size fits ONE
26Flexible Learning Options Funding to meet needs of young personFunding to schools
27What we hear from our re-engaged 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 andco-constructionadapted from: Munns, G., 2004Listen to me: being heard, being valued
28ICAN outcomesOver 8,500 young people have participated in ICAN initiatives over the past five years.Currently 1600 FLO enrolments in 39 schoolsAn average nearly 70% success rate in re-engaging young people with learning and earning pathways with an additional 7% actively seeking workDemonstrated reduction in juvenile justice issues in ICAN areas (39%)
29Keys to Success:A strong whole of government commitment, through Monsignor David Cappo and the Social Inclusion BoardGovernance –cross agency reporting regimes through the Inter Ministerial CommitteeLocal ICAN Management Committee and Program Manager to facilitate community development and broker value add from key stakeholdersFlexible enrolment funding to support brokerage of engagement and learning programs beyond the classroom
30The ICAN Approach Innovative Community Action Networks Jodie Gregg Smith Northern Country Regional ICAN Manager
32Social 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)
33Personal 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)
34Economic 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 contribute to our economy.’unpublished report prepared for COAG, page 7. MCEETYA December 2006), “Transition Pathways from School to Work or Further Study”,
35ICAN Essentials Innovative Community Action Networks Phillipa Duigan Director ICAN & MentoringMichael Adams FLO Student
36STUDENT POPULATION PROFILE STUDENT RISK PROFILEDECS INITIATIVES3%Extreme RiskSEVERELY DISENGAGEDICAN Flexible Learning Options (FLO)Disengaged 4%SIGNIFICANT ISSUES OF DISENGAGEMENTHigh RiskStudent Mentoring & Youth DevelopmentAt risk ofdisengaging 8%STUDENTS ON THE ‘CUSP’OF DISENGAGEMENTVocational trades pathways (eg School based apprenticeships)Vocational education pathways (eg SACE including VET options)Higher education pathways (eg leading to Further Education & University options)FULLY ENGAGED AND/OR PART TIME SCHOOLING25%Aboriginal Student MentoringFULLY ENGAGED SCHOOLING POSSIBLE PART TIME EMPLOYMENT30%FULLY ENGAGED MAINSTREAM SCHOOLLow Risk30%
37ICAN Essentials Innovative Community Action Networks Jason Haskett Southern Regional ICAN ManagerEmanuela Simos Northern Regional ICAN Manager
38THE ICAN ESSENTIALS Student Profiles FLO levels 1-4FLO 1: Student has inconsistent attendance, signs of disengagingFLO 2: Student has occasional attendance , some personal challenges leading to disengagementFLO 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
39THE ICAN ESSENTIALS Referral Options for FLO FLO 1 EARLY INTERVENTIONFLO 2 KEEPING ON TRACKFLO 3 KEEPING CONNECTEDFLO 4 RE-ENGAGEMENT
40THE ICAN ESSENTIALS The 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
42THE ICAN ESSENTIALS Models of Case Management In context: FLO Levels & the Engagement MatrixICAN CASE MANAGEMENTFRAMEWORKCase Management Outcomes
43THE ICAN ESSENTIALS FLO Primary School Model PARTNERSHIPS
44THE ICAN ESSENTIALS FLO Primary School Trials Current Models being developed across the stateSteering groups to help refine the models, criteria and guidelinesSupport through ICAN Case Management Funds
45THE ICAN ESSENTIALS Partnerships Partnerships are joint working relationship where:Independent parties linkCooperation around common goalsInvolve ‘movement’ of all parties (creating something new)Collaboration on planning, development, implementation and evaluationShare information, resources, risks and rewards(Adapted from UK Audit Commission)Wherever partnerships are envisaged, there needs to be trust, shared goals and vision, clear notions of contributions from involved parties, and clarity in understanding roles.
46THE ICAN ESSENTIALS Building Blocks for Effective Partnerships RecognitionRespectReviewResilienceResponsibilityRewardsResolveRelevanceReference(Corporate Citizenship research Unit , Deakin University)Features of sustainable partnershipsRecognition- what does each partner bring or want to get from the partnershipRespect- acknowledge what each partner is contributingReview- develop structures which enable partners to be open and accountable with their processesResilience- each partner acts with integrity and is ethical and moral in their behaviourResponsibility- what each partner is responsible for doing and actually doing itRewards- a commitment to mutual benefitResolve- make the partnership a priority ie include the partnership outcomes within the organisational strategic planRelevance-are partnerships how your organisation actually does things?? Ie do you have the support of the CEO to be involved in this partnershipReference- settings measurable objectives that need to be achieved and evaluated ( MC strategic plans)
48The ICAN Literacy & Numeracy Innovative Community Action Networks Libby Andrew ICAN Curriculum Manager Diagnostic assessment for all FLO students
49COMPASSThe Compass project delivers online assessment in literacy and numeracy for ICAN studentsThe assessment items are designed to maximise student engagementThe tasks are year level appropriateThe stimuli are age appropriate
56FLO an introduction Innovative Community Action Networks Phillipa Duigan Director ICAN & MentoringFLO 2009 Guidelines
57FLO how it works… Innovative Community Action Networks Liz Browne North West ICAN Program ManagerRani Baslis ICAN FLO Coordinator
58FLO ProcessAt time of enrolment or re-enrolment, a FLO student (both new and continuing) is identified using theICAN Engagement MatrixBackground information obtainedEnsure 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.The ICAN Engagement Matrix is used for each student when considering a FLO enrolment. This can assist the identification of needs of the students, including level of service provided and continues to be used for reporting purposes.School FLO Coordinator reaches a decision about eligibilityEnsure that external Case Management services are available.ELIGIBLEICAN FLO Application (Referral)Form is forwarded to Regional ICAN Program ManagerANDSchool 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
59FLO REFERRALS AFTER TERM 1 CENSUS FLO students can be referred at any time, provided the enrolment andreferral 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.
60FLO CoordinatorThe FLO Coordinator is the key contact in the school. They provide leadership and management for FLO processes, procedures and students learning.See handout – overview of role and responsibilities
61FLO Enrolment & Referral 2010 ICAN FLO Secondary ReferralPart A – Pre-referral assessment processPart B – Referral OptionsPart C – FLO Enrolment
67The ICAN FLO panel Director ICAN & Mentoring Regional ICAN Managers ICAN Program ManagerDECS Data ManagementFLO School CoordinatorFLO School Students
68ICAN Flexible Learning Ann Thomas ICAN Curriculum
69ICAN… Why Flexible Learning? Reducing barriers to access Education for a wider rangeUsing technologies for greater successLearners have more controlICAN…
70Continuing the process Flexible learning through new SACE December 3 workshopFlexible Learning ‘Curriculum Committee’ establishedWorking with new technologies eg XO laptop
71ICAN Flexible Learning Louise Johnson ICAN Curriculum
72OLD Flexible Learning Plan FLP headings include:Your skillsYou and successMore about successHow do you learn?Your support teamWorking through problemsMy planYou and workLive your dreamsPlanning your futureWhat sort of life do I want?How will I live?What education and training do I need?Your timetableReviewing your PlanLeaving school checklistFLPIntegrated Learning Unit – SACE Stage 1 - expires Dec 2009
73ICAN Personal Learning Plan - PLP 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.PersonalDevelopmentWorkCommunicationLearningYour skillsLive your dreamsPlanning your futureWhat sort of life do I want?How will I live?CitizenshipHow do you learn?What education and training do I need?My plan.Reviewing your Plan.
74NEW ICAN Flexible Learning Plan Integrated Learning Units – new SACE Stage 110 credits eachPersonal DevelopmentWorkLearningPLPCitizenship
75NEW Commonwealth Partners Dave Brown DEEWR, South AustraliaYouth Connections
76Youth Connections Service model Services to Individual Young PeopleOther ServicesType One: Most at Risk of DisengagingType Two: Disengaging / Severely DisengagedType 3: Re-engagement and Outreach ActivitiesType 4: Strengthening Regional ServicesAssistance will be provided to a continuum of at risk young peopleYoung people at school risk of disengagingDisengaging / Recently disengaged young peopleSeverely disengaged young people
77Youth Connections in SA Service model Eligible young people and SA Priority GroupsTypes of ServicesDifferent services in ICAN and non-ICAN regionsenhance existing State services in ICAN regionsfocus on severely disengaged young people in ICAN regions
78Youth Connections in SA Service model cont. Regional Advisory BodiesCommunity Assessment and Referral Teamsco-location with Partnership Broker (optional)Juvenile Justice Program$300,000 program (per annum) linked to Youth Connections
83Flipcentre 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.
84Flipcentre Students There is no typical Flipcentre student. Absence of stigma.
85Referral to Flipcentre 1. Learning Difficulties Numeracy and literacy.Prolonged disengagement with learning.Behaviour issues.Specific curriculum areas.
86Referral to Flipcentre 2. Alternative Curriculum Delivery Open access college.Extension studies.SHIP students (excel r8).Targeted programmes.Traineeships/ TAFE
87Referral to Flipcentre 3. Social Issues Non attendees/ truantsYoung offendersHomeless/ independent studentsMental health issues
88Flipcentre management A suitable physical environment.Learning plans.Weekly planners.
89Supportive Data Reduced referrals to restart room. Improved attainment data.Improved attendance.Anecdotal.
90What 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.