Transcript Innovative Community Action Networks (ICAN)

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 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
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
Regional
ICAN
Southern
Regional
ICAN
Local ICAN Mgt
Committees
Local ICAN Mgt
Committees
Northern Country
Regional ICAN
Western
Regional
ICAN
Local ICAN Mgt
Committees
Local ICAN Mgt
Committees
Youth
Services Group
Youth
Services Group
Youth
Services Group
Youth
Services Group
Industry
Advisory Group
Industry
Advisory Group
Industry
Advisory Group
Further Training and
Education
ICAN Management Committee
ICAN Management Committee
Local
State
Federal
Government
Local
State
Federal
Government
ICAN Management Committee
Local
State
Federal
Government
Schools in area
ICAN Youth
Advisory Group
Schools in area
ICAN Youth
Advisory Group
Indigenous Youth
Advisory Group
Indigenous Parent
Group
Indigenous Youth
Advisory Group
Indigenous Parent
Group
ICAN Youth
Advisory Group
Indigenous Youth
Advisory Group
Indigenous Parent
Group
Parent
Group
Local
State
Federal
Government
Schools in area
ICAN Youth
Advisory Group
Schools in area
Further Training and
Education
Industry
Advisory Group
Further Training and
Education
ICAN Management Committee
Further Training and
Education
Parent
Group
Parent
Group
Parent
Group
Indigenous Youth
Advisory Group
Indigenous Parent
Group
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
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
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
Regional and Local ICAN
Program Manager and
Flexible Learning Project Officer
Industry
Advisory Group
Youth
Services Group
Further Training and
Education
ICAN Management Committee
Schools in area
ICAN Youth
Advisory Group
Indigenous Youth
Advisory Group
Parent
Group
Local
State
Federal
Government
Indigenous Parent
Group
Innovative solutions
Schools alone
Partnerships
Youth
Services Group
Industry
Advisory Group
Further Training and
Education
ICAN Management Committee
Parent
Group
Local
State
Federal
Government
Schools in area
ICAN Youth
Advisory Group
Indigenous Youth
Advisory Group
Indigenous Parent
Group
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
schools
Funding to meet
needs of young
person
What we hear from our re-engaged
voices
Voices
Suggest
‘We can see the connection
Sense of relevance
and the meaning'
Sense of ability and selfesteem
Sense of value and
‘It’s great to be a kid from...’
belonging
Sense of voice—being
‘We share’
heard
Sense of control and
‘We do this together’
co-construction
‘I am capable’
adapted from: Munns, G., 2004
Listen to me: being heard, being valued
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 80% success rate in reengaging young people with learning and
earning pathways
•Demonstrated reduction in juvenile justice
issues in ICAN areas (39%)
Keys to Success:
1.
2.
3.
4.
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
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”,
STUDENT POPULATION PROFILE
STUDENT RISK PROFILE
Extreme
Risk
High
Risk
SEVERELY DISENGAGED
3%
SIGNIFICANT ISSUES OF
DISENGAGEMENT
Disengaged
4%
STUDENTS ON THE ‘CUSP’
OF DISENGAGEMENT
FULLY ENGAGED AND/OR PART
TIME SCHOOLING
FULLY ENGAGED SCHOOLING
POSSIBLE PART TIME
EMPLOYMENT
Low
Risk
DECS INITIATIVES
FULLY ENGAGED
MAINSTREAM SCHOOL
ICAN
Flexible Learning
Options (FLO)
Student
Mentoring
& Youth
Development
At risk of
disengaging 8%
%
Vocational trades pathways 25
(eg School based apprenticeships)
Vocational education pathways
(eg SACE including VET options)
Aboriginal
Student
Mentoring
30%
30%
Higher education pathways
(eg leading to Further Education & University options)
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
Evaluation
Exit
Planning
Young Person
Family
Monitoring
and Review
School
Case Work
Case
Planning
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
FLO Reporting
2009 ICAN FLO STUDENT Quarterly REPORT - EXAMPLE ONLY
STUDENT DETAILS
NAME, SURNAME
STUDENT ED-ID
ENROLMENT DETAILS
FLO PROGRAM /
SERVICE NAME
SCHOOL COMMENTS
SCHOOL NAME
SCHOOL ORG
UNIT NO#
FLO
REPORTING
TERM
FLO
REPORTING
YEAR
DESTINATION if exiting FLO
enrolment
REFERRAL COMMENTS
Student has attended school 3
days in term 4 and has a history of
chronic non attendance-other
support services have already
been considered
COMMENTS RELATING TO LEARNING,
ACHIEVEMENT & STUDENT
PROGRESS
student is progressing with FLP
and has achieved SACSA
outcomes through program
participation: english 4.3,4.7 PE
4.4
Average Community Case Management Attendance Rate
CASE MANAGEMENT
COMMUNITY PROGRAM TYPE
COMMENTS RELATING TO CASE
MANAGEMENT & STUDENT PROGRESS
SESSIONS
ATTENDANCE
EXPECTED
SESSIONS
ATTENDANCE
ACTUAL
Literacy &
Numeracy
Personal
Development
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
CASE MANAGEMENT
TYPE
Community Based Community Case
Learning
Mgmt
76%
E N G A G E M E NT L E V E L
Wellbeing
Relationships
Involvment in
Learning
N
Negative
Reluctant
Negative
Smith, John
123456789A
ABC Program
Aberfoyle Park High
School
1673
Term 1
2009
Smith, John
123456789A
ABC Program
Aberfoyle Park High
School
1673
Term 2
2009
student has now completed his
FLP and achieved a SACE unit in School Based
integrated studies
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 Program
Aberfoyle Park High
School
1673
Term 3
2009
student has returned home to live
with mum and agreed to increase
attendance in literacy/numeracy
School Based
program twice a week and one
subject of PE at school
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 Program
Aberfoyle Park High
School
1673
Term 4
2009
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.
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
Employment
School Based
2010 Action Plan
•
•
•
•
New Schools
Current Schools
New & Current Community Partners
Term 1 2010
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
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
FLP
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
ICAN Personal Learning Plan - PLP
Your skills.
How do you learn?
Your support team.
You and work.
What education
and training do I
need?
Work
Your skills
Live your dreams
Planning your future
What sort of life do I want?
How will I live?
Personal
Development
Communication
Citizenship
Your skills.
You and success.
Your support team.
Working through problems.
Planning your future.
Learning
How do you learn?
What education and training
do I need?
My plan.
Reviewing your Plan.
NEW ICAN Flexible Learning Plan
Integrated Learning
Units – new SACE
Stage 1
10 credits each
Personal
Development
Work
PLP
Citizenship
Learning
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: Reengagement
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
o enhance existing State services in ICAN regions
o focus 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
Flipcentre management
• A suitable physical environment.
• Learning plans.
• Weekly planners.
Flipcentre: Supportive
Data
•
•
•
•
Reduced referrals to restart room.
Improved attainment data.
Improved attendance.
Anecdotal.
Flipcentre: 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.