ICAN FLO Training Workshop

Innovative Community Action Networks

•

WELCOME

Bec Alessi Acknowledgement of Land

DECS overview

• Helen Wildash Executive Director, Curriculum Services Department of Education & Children’s Services

ICAN Welcome

Innovative Community Action Networks

• Phillipa Duigan Director ICAN & Mentoring • Curriculum Services

ICAN s…..

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

Inter-Ministerial Committee Learning and Work

Economic Development Board 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 Western Regional ICAN Northern Country Regional ICAN Local ICAN Mgt Committees

Youth Services Group Industry Advisory Group Parent Group Further Training and Education ICAN Management Committee Schools in area ICAN Youth Advisory Group Indigenous Youth Advisory Group Local State Federal Government Indigenous Parent Group

Local ICAN Mgt Committees

Youth Services Group Industry Advisory Group Parent Group Further Training and Education Schools in area ICAN Management Committee ICAN Youth Advisory Group Indigenous Youth Advisory Group Local State Federal Government Indigenous Parent Group

Local ICAN Mgt Committees

Further Training and Education Youth Services Group Industry Advisory Group ICAN Management Committee Parent Group Schools in area ICAN Youth Advisory Group Indigenous Youth Advisory Group Local State Federal Government Indigenous Parent Group

Local ICAN Mgt Committees

Further Training and Education Schools in area Youth Services Group Industry Advisory Group ICAN Management Committee Parent Group ICAN Youth Advisory Group Indigenous Youth Advisory Group Local State Federal Government 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

Suggest Voices 'Why are we doing this?' ‘I can’t do this’

lack of relevance

‘I’m just a kid from...’ ‘Teacher tells us’

lack of ability lack of connection to place lack of voice 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

The ICAN village

Youth Services Group Regional and Local ICAN Program Manager and Flexible Learning Project Officer 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

Schools alone Partnerships

Further Training and Education Youth Services Group Industry Advisory Group ICAN Management Committee Parent Group Schools in area Local State Federal Government 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 ‘We can see the connection and the meaning' ‘I am capable’ ‘It’s great to be a kid from...’ ‘We share’ ‘We do this together’ Suggest

Sense of relevance Sense of ability and self esteem Sense of heard value and belonging Sense of voice —being Sense of control and co-construction 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 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%)

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

The ICAN Approach

Innovative Community Action Networks

• Jodie Gregg Smith Northern Country Regional ICAN Manager

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

” ,

ICAN Essentials

Innovative Community Action Networks

• Phillipa Duigan Director ICAN & Mentoring • Michael Adams FLO Student

STUDENT POPULATION PROFILE STUDENT RISK PROFILE Extreme Risk SEVERELY DISENGAGED High Risk SIGNIFICANT ISSUES OF DISENGAGEMENT STUDENTS ON THE ‘CUSP’ OF DISENGAGEMENT 3% Disengaged 4% At risk of disengaging 8% FULLY ENGAGED AND/OR PART TIME SCHOOLING FULLY ENGAGED SCHOOLING POSSIBLE PART TIME EMPLOYMENT Low Risk FULLY ENGAGED MAINSTREAM SCHOOL Vocational trades pathways Vocational education pathways (eg SACE including VET options) 25 % (eg School based apprenticeships) 30% Higher education pathways 30% (eg leading to Further Education & University options) DECS INITIATIVES ICAN Flexible Learning Options (FLO) Student Mentoring & Youth Development Aboriginal Student Mentoring

ICAN Essentials

Innovative Community Action Networks

• Jason Haskett Southern Regional ICAN Manager • Emanuela Simos Northern Regional ICAN Manager

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

• What is the Engagement Matrix?

• How do we use the Engagement Matrix?

• An example: The Northern Metro ICAN’s use of the Engagement matrix

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

Exit Planning Evaluation Monitoring and Review Young Person Family 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)

THE ICAN ESSENTIALS IKE ‘n’ FLO

• IKE n FLO

The ICAN Literacy & Numeracy

Innovative Community Action Networks

• Libby Andrew ICAN Curriculum Manager Diagnostic assessment for all FLO students

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.)

MORNING TEA

FLO an introduction

Innovative Community Action Networks

• Phillipa Duigan Director ICAN & Mentoring • FLO 2009 Guidelines

FLO how it works…

Innovative Community Action Networks

• Liz Browne North West ICAN Program Manager • Rani Baslis ICAN FLO Coordinator

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

EDSAS & Funding

• EDSAS Coding Tips • FLO Funding & Tier 2 Funding

FLO Reporting

2009 ICAN FLO STUDENT Quarterly REPORT

- EXAMPLE ONLY

S T U D E N T D E T A I L S E N R O L M E N T D E T A I L S S C H O O L C O M M E N T S NAME, SURNAME STUDENT ED-ID FLO PROGRAM / SERVICE NAME SCHOOL NAME SCHOOL ORG UNIT NO# FLO REPORTING TERM FLO REPORTING YEAR DESTINATION if exiting FLO enrolment REFERRAL COMMENTS C A S E M A N A G E M E N T COMMENTS RELATING TO LEARNING, ACHIEVEMENT & STUDENT PROGRESS CASE MANAGEMENT TYPE COMMENTS RELATING TO CASE MANAGEMENT & STUDENT PROGRESS SESSIONS ATTENDANCE EXPECTED SESSIONS ATTENDANCE ACTUAL

Average Community Case Management Attendance Rate

C O M M U N I T Y P R O G R A M T Y P E Literacy & Numeracy Personal Development Community Based Learning Community Case Mgmt

76%

E N G A G E M E NT L E V E L Wellbeing Relationships Involvment in Learning Smith, John 123456789A ABC Program Aberfoyle Park High School 1673 Term 1 2009 Student has attended school 3 days in term 4 and has a history of chronic non attendance-other student is progressing with FLP and has achieved SACSA outcomes through program support services have already been considered participation: english 4.3,4.7 PE 4.4

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 N Negative Reluctant Negative Smith, John 123456789A ABC Program Aberfoyle Park High School 1673 Term 2 2009 Smith, John 123456789A ABC Program Aberfoyle Park High School 1673 Term 3 2009 Smith, John 123456789A ABC Program Aberfoyle Park High School 1673 Term 4 2009 Employment student has now completed his FLP and achieved a SACE unit in integrated studies School Based 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 student has returned home to live with mum and agreed to increase attendance in literacy/numeracy program twice a week and one subject of PE at school School Based 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 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.

School Based 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

2010 Action Plan

• • • • New Schools Current Schools New & Current Community Partners Term 1 2010

TABLE DISCUSSIONS

LUNCH

The ICAN FLO panel

• • • • • • Director ICAN & Mentoring Regional ICAN Managers ICAN Program Manager DECS Data Management FLO School Coordinator FLO School Students

ICAN Flexible Learning

• Ann Thomas ICAN Curriculum

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

ICAN Flexible Learning

• Louise Johnson ICAN Curriculum

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 Personal Development

Your skills.

You and success.

Your support team.

Working through problems.

Planning your future.

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.

NEW ICAN Flexible Learning Plan

Integrated Learning Units – new SACE Stage 1 10 credits each

Personal Development Work PLP Learning Citizenship

NEW Commonwealth Partners

• Dave Brown DEEWR, South Australia • Youth Connections

Youth Connections

Service model Services to Individual Young People

Type One: Most at Risk of Disengaging Type Two: Disengaging / Severely Disengaged

Other Services

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

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

LOCAL solutions

• SCAEP

LOCAL solutions

• Tanya Wilson Christies Beach High School

LOCAL solutions

• Bruce Mules John Pirie Secondary School FLIPCENTRE Bec Alessi Jodie Gregg-Smith

Flipcentre

John Pirie Secondary School

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.

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.

Supportive Data

• • • • Reduced referrals to restart room.

Improved attainment data.

Improved attendance.

Anecdotal.

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.

FLO & Bec

LOCAL solutions

• Dennis Mason FLO Coordinator Seaton High School

Closing remarks

• Phillipa Duigan Director ICAN & Mentoring • NETWORKING SESSION