Presentation on theme: "Innovative Community Action Networks (ICAN) FLO Training Workshop 10 November 2009 AAMI Stadium, Adelaide."— Presentation transcript:
Innovative Community Action Networks (ICAN) FLO Training Workshop 10 November 2009 AAMI Stadium, Adelaide
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 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 Economic Development 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 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 VOICE Tony 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 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 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
Innovative Solutions Fix young person to 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 to schools
VoicesSuggest ‘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 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 80% success rate in re- engaging young people with learning and earning pathways 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
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 contribute to our economy.’ unpublished report prepared for COAG, page 7. MCEETYA December 2006), “ Transition Pathways from School to Work or Further Study ”,
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) Extreme Risk High Risk Low Risk 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% At risk of disengaging 8% Disengaged 4% 3% STUDENTS ON THE ‘CUSP’ OF DISENGAGEMENT SIGNIFICANT ISSUES OF DISENGAGEMENT SEVERELY DISENGAGED Aboriginal Student Mentoring Student Mentoring & Youth Development ICAN Flexible Learning Options (FLO) DECS INITIATIVES
THE ICAN ESSENTIALS Student 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 ESSENTIALS Referral Options for FLO FLO 1 EARLY INTERVENTION FLO 2 KEEPING ON TRACK FLO 3 KEEPING CONNECTED FLO 4 RE-ENGAGEMENT
THE ICAN ESSENTIALS The Engagement Matrix
THE ICAN ESSENTIALS Models of Case Management In context: FLO Levels & the Engagement Matrix ICAN CASE MANAGEMENT FRAMEWORK Case Management Outcomes
THE ICAN ESSENTIALS FLO Primary School Model Young Person Family School PARTNERSHIPS
THE ICAN ESSENTIALS FLO 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 ESSENTIALS Partnerships 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 ESSENTIALS Building Blocks for Effective Partnerships Recognition Respect Review Resilience Responsibility Rewards Resolve Relevance Reference (Corporate Citizenship research Unit, Deakin University)
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.)
FLO Process At time of enrolment or re-enrolment, a FLO student (both new and continuing) is identified using the ICAN 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. ELIGIBLE ICAN FLO Application (Referral) Form is forwarded to Regional ICAN Program Manager AND School FLO Coordinator / SSO enrols student as FLO on EDSAS before census (NB: FLO students are classified as 1.0 FTE’s) NOT ELIGIBLE School 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
2010 Action Plan New Schools Current Schools New & Current Community Partners Term
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 eg XO laptop
FLP FLP headings include: Your skills You and success More about success How do you learn? Your support team Working through problems My plan You and work Live your dreams Planning your future What 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
CommunicationLearning 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 skills Live your dreams Planning your future What sort of life do I want? How will I live? ICAN Personal Learning Plan - PLP
Personal Development PLP Citizenship Learning Work Integrated Learning Units – new SACE Stage 1 10 credits each NEW ICAN Flexible Learning Plan
Youth Connections Service 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 SA Service model Eligible young people and SA Priority Groups Types of Services Different services in ICAN and non-ICAN regions oenhance existing State services in ICAN regions ofocus on severely disengaged young people in ICAN regions
Youth Connections in SA Service 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
Flipcentre at John Pirie Secondary School 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 Flipcentre 1. 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 Flipcentre 3. Social Issues Non attendees/ truants Young offenders Homeless/ independent students Mental health issues