1. ICAN FLO Training Workshop Innovative Community Action Networks
WELCOME Bec Alessi Acknowledgement of Land

2. DECS overview
Helen Wildash Executive Director, Curriculum Services Department of Education & Children’s Services

3. ICAN Welcome Innovative Community Action Networks
Phillipa Duigan Director ICAN & Mentoring
Curriculum Services

4. 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.

5. Social Inclusion Board Economic Development Board
Premier
Cabinet
Social Inclusion Board
Economic Development Board
Inter-Ministerial Committee
Learning and Work
STATE ICAN TEAM
DECS Curriculum Services –Curriculum and Operational leadership
links to DPC (Social Inclusion) and DFC; DFEEST; SAPOL; AGD
Northern Country Regional ICAN
Northern Regional ICAN
Southern Regional ICAN
Western Regional ICAN
Local ICAN Mgt Committees
Local ICAN Mgt Committees
Local ICAN Mgt Committees
Local ICAN Mgt Committees

6. to 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 LEARN
to WORK
to ENGAGE
to have a VOICE
Tony Vinsen: .Australian Social Inclusion Board 2009

7. This requires…. the RIGHT resources the RIGHT opportunities
at the RIGHT time in people’s lives

8. 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.

9. 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

10. The BIG issues that impact…..
Poverty and unemployment
Indigenous
Family breakdown and abuse
Rurality and isolation
Health (esp. mental health and wellbeing)

11. 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).

12. 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

13. 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.

14. 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

15. 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)

16. 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

17. 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

18. What we hear from our disengaged young people
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
adapted from: Munns, G., 2004

19. 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)

20. 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

21. 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

22. The ICAN village

23. Innovative solutions
Partnerships
Schools alone

24. Innovative Solutions
Students participate in personalised learning through authentic relationships
Fix young person
to fit system

25. Innovative Solutions
One size fits ALL
One size fits ONE

26. Flexible Learning Options
Funding to meet needs of young person
Funding to schools

27. What 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 and
co-construction
adapted from: Munns, G., 2004
Listen to me: being heard, being valued

28. 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 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%)

29. Keys to Success:
A strong whole of government commitment, through Monsignor David Cappo and the Social Inclusion Board
Governance –cross agency reporting regimes through the Inter Ministerial Committee
Local ICAN Management Committee and Program Manager to facilitate community development and broker value add from key stakeholders
Flexible enrolment funding to support brokerage of engagement and learning programs beyond the classroom

30. The ICAN Approach Innovative Community Action Networks
Jodie Gregg Smith Northern Country Regional ICAN Manager

31. Who are the players in ICAN ?

32. 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)

33. 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)

34. 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”,

35. ICAN Essentials Innovative Community Action Networks
Phillipa Duigan Director ICAN & Mentoring
Michael Adams FLO Student

36. STUDENT POPULATION PROFILE
STUDENT RISK PROFILE
DECS INITIATIVES 3%
Extreme Risk
SEVERELY DISENGAGED
ICAN Flexible Learning Options (FLO)
Disengaged 4%
SIGNIFICANT ISSUES OF DISENGAGEMENT
High Risk
Student Mentoring & Youth Development
At risk of
disengaging 8%
STUDENTS ON THE ‘CUSP’
OF DISENGAGEMENT
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)
FULLY ENGAGED AND/OR PART TIME SCHOOLING
25%
Aboriginal Student Mentoring
FULLY ENGAGED SCHOOLING POSSIBLE PART TIME EMPLOYMENT
30%
FULLY ENGAGED MAINSTREAM SCHOOL
Low Risk
30%

37. ICAN Essentials Innovative Community Action Networks
Jason Haskett Southern Regional ICAN Manager
Emanuela Simos Northern Regional ICAN Manager

38. 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

39. THE ICAN ESSENTIALS Referral Options for FLO
FLO 1 EARLY INTERVENTION
FLO 2 KEEPING ON TRACK
FLO 3 KEEPING CONNECTED
FLO 4 RE-ENGAGEMENT

40. THE 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

41. THE ICAN ESSENTIALS The Engagement Matrix

42. THE ICAN ESSENTIALS Models of Case Management
In context: FLO Levels & the Engagement Matrix
ICAN CASE MANAGEMENT
FRAMEWORK
Case Management Outcomes

43. THE ICAN ESSENTIALS FLO Primary School Model
PARTNERSHIPS

44. 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

45. 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)
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.

46. THE ICAN ESSENTIALS Building Blocks for Effective Partnerships
Recognition
Respect
Review
Resilience
Responsibility
Rewards
Resolve
Relevance
Reference
(Corporate Citizenship research Unit , Deakin University)
Features of sustainable partnerships
Recognition- what does each partner bring or want to get from the partnership
Respect- acknowledge what each partner is contributing
Review- develop structures which enable partners to be open and accountable with their processes
Resilience- each partner acts with integrity and is ethical and moral in their behaviour
Responsibility- what each partner is responsible for doing and actually doing it
Rewards- a commitment to mutual benefit
Resolve- make the partnership a priority ie include the partnership outcomes within the organisational strategic plan
Relevance-are partnerships how your organisation actually does things?? Ie do you have the support of the CEO to be involved in this partnership
Reference- settings measurable objectives that need to be achieved and evaluated ( MC strategic plans)

47. THE ICAN ESSENTIALS IKE ‘n’ FLO

48. The ICAN Literacy & Numeracy Innovative Community Action Networks
Libby Andrew ICAN Curriculum Manager Diagnostic assessment for all FLO students

49. 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

50. COMPASS
Lower primary mathematics

51. COMPASS
Lower primary literacy

52. COMPASS
Early secondary mathematics

53. COMPASS
Early secondary literacy

54. COMPASS
Early secondary literacy (cont.)

55. MORNING TEA

56. FLO an introduction Innovative Community Action Networks
Phillipa Duigan Director ICAN & Mentoring
FLO 2009 Guidelines

57. FLO how it works… Innovative Community Action Networks
Liz Browne North West ICAN Program Manager
Rani Baslis ICAN FLO Coordinator

58. 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.
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 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

59. 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.

60. FLO Coordinator
The 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

61. FLO Enrolment & Referral
2010 ICAN FLO Secondary Referral
Part A – Pre-referral assessment process
Part B – Referral Options
Part C – FLO Enrolment

62. EDSAS & Funding
EDSAS Coding Tips
FLO Funding & Tier 2 Funding

63. FLO Reporting

64. 2010 Action Plan New Schools Current Schools
New & Current Community Partners
Term

65. TABLE DISCUSSIONS

66. LUNCH

67. The ICAN FLO panel Director ICAN & Mentoring Regional ICAN Managers
ICAN Program Manager
DECS Data Management
FLO School Coordinator
FLO School Students

68. ICAN Flexible Learning
Ann Thomas ICAN Curriculum

69. ICAN… Why Flexible Learning? Reducing barriers to access
Education for a wider range
Using technologies for greater success
Learners have more control
ICAN…

70. Continuing the process
Flexible learning through new SACE December 3 workshop
Flexible Learning ‘Curriculum Committee’ established
Working with new technologies eg XO laptop

71. ICAN Flexible Learning
Louise Johnson ICAN Curriculum

72. OLD Flexible Learning Plan
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
FLP
Integrated Learning Unit – SACE Stage 1 - expires Dec 2009

73. ICAN 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.
Personal
Development
Work
Communication
Learning
Your skills
Live your dreams
Planning your future
What sort of life do I want?
How will I live?
Citizenship
How do you learn?
What education and training do I need?
My plan.
Reviewing your Plan.

74. NEW ICAN Flexible Learning Plan
Integrated Learning Units – new SACE Stage 1
10 credits each
Personal Development
Work
Learning
PLP
Citizenship

75. NEW Commonwealth Partners
Dave Brown DEEWR, South Australia
Youth Connections

76. Youth Connections Service model
Services to Individual Young People
Other Services
Type One: Most at Risk of Disengaging
Type Two: Disengaging / Severely Disengaged
Type 3: Re-engagement and Outreach Activities
Type 4: Strengthening Regional Services
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

77. Youth Connections in SA Service model
Eligible young people and SA Priority Groups
Types of Services
Different services in ICAN and non-ICAN regions
enhance existing State services in ICAN regions
focus on severely disengaged young people in ICAN regions

78. 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

79. LOCAL solutions
SCAEP

80. LOCAL solutions
Tanya Wilson Christies Beach High School

81. LOCAL solutions Bruce Mules John Pirie Secondary School FLIPCENTRE
Bec Alessi Jodie Gregg-Smith

82. Flipcentre John Pirie Secondary School

83. 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.

84. Flipcentre Students There is no typical Flipcentre student.
Absence of stigma.

85. Referral to Flipcentre 1. Learning Difficulties
Numeracy and literacy.
Prolonged disengagement with learning.
Behaviour issues.
Specific curriculum areas.

86. Referral to Flipcentre 2. Alternative Curriculum Delivery
Open access college.
Extension studies.
SHIP students (excel r8).
Targeted programmes.
Traineeships/ TAFE

87. Referral to Flipcentre 3. Social Issues
Non attendees/ truants
Young offenders
Homeless/ independent students
Mental health issues

88. Flipcentre management
A suitable physical environment.
Learning plans.
Weekly planners.

89. Supportive Data Reduced referrals to restart room.
Improved attainment data.
Improved attendance.
Anecdotal.

90. 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.

91. FLO & Bec

92. LOCAL solutions
Dennis Mason FLO Coordinator Seaton High School

93. Closing remarks Phillipa Duigan Director ICAN & Mentoring
NETWORKING SESSION