Every student, Every School

1. Every student, Every School Learning Support Team at Epping Boys High School

2. Learning and Support It is everyone’s responsibility to Make reasonable adjustments that meet students needs Provide quality learning experiences irrespective of a students ability. PUBLIC SCHOOLS NSW WWW.SCHOOLS.NSW.EDU.AU

3. Disability Standards for Education The Commonwealth Disability Standards for Education 2005 covers the following five areas: • enrolment, parent choice • access and participation • curriculum development, accreditation and delivery • student support services • elimination of harassment and victimisation

4. Disability Standards for Education • The Standards require schools to treat students with disabilities on the same basis asstudents without disability. • The Standards include obligations for making reasonable adjustments to the student’s learning program and /or learning environment. • Students with disability and their parents must be consulted on the personalised adjustments that will be provided.

5. Disability Standards for Education • Schools and teachers must be able to: • recognise each student’s abilities, strengths and needs • respect each student’s individual difference • respond to each student’s learning and support needs

6. Every Student Every School • Every student with a disability has a right to a high quality education • Every classroom teacher should have the skills and support to teach every student • Improved opportunities for professional learning • Specialist teachers in every school • Make it easier for school to make adjustments PUBLIC SCHOOLS NSW WWW.SCHOOLS.NSW.EDU.AU

7. PUBLIC SCHOOLS NSW WWW.SCHOOLS.NSW.EDU.AU

8. Learning and Support Learning and Support at Epping is made up of two main components: • Autism Unit • Learning and Support

9. The Autism Unit Discrete, specialised classes within the mainstream setting with the long term aim of integration. A regional resource available to students across the region.

10. Learning and Support A responsibility of the whole school and every teacher. Includes understanding the needs of students and making appropriate adjustments. Accessing specialist teachers such as LAST, ESL, and support personnel such as the SLSO, (School Learning & Support Officer) or teachers aides.

11. LAST – role statement • Provide directtimely specialist assistance to students in regular classes with additional learning and support needs and their teachers. • The role will reflect the • Needs of individual students • School priorities and programs • Work using a collaborative and consultative approach to • actively involve parents and students and • support classroom teachers

12. LAST – role statement implement model Direct support collaborative monitor Professional advice plan mentoring evaluate consultative Assist teacher prof… learning

13. Learning Support Team • A Learning Support team is functioning with a range of staff representatives who will liaise with the various faculties.

14. Accessing Learning Support at Epping Teacher Faculty Learning Support Team Region

15. Level 1 - Teacher If you notice a student in your classroom that you think requires support: • Make a note in your diary about the issues affecting the student • Record any adjustments that you make to assist the student (e.g. moving to the front of the room, providing simplified worksheets) • Send an email to the Year Advisor and School Counsellor to see if they have any additional information • Refer to the student profiles on STAN.

16. Level 1: Teacher

17. In many cases after you make the required adjustments for the student you will see that the student can achieve the course outcomes. It may be a more basic level than other students, but hopefully you will be able to gradually remove the scaffolding and extra support as time progresses. What if the problem continues?

18. Level 2 - Faculty If the student continues to struggle: • Refer the student to your Head Teacher. • Hold a “Wrap Around”. As a faculty discuss ways to help this student and come up with a set of strategies to put in place. • Continue to record adjustments that you make. • Send an email to the Learning and Support Team • Consider having a meeting with the student’s parents.

19. Level 2: Faculty

20. After you have implemented the faculty-suggested strategies you should see some improvement in the student’s performance. What if the problem continues?

21. Level 3 – Learning Support Team If the student is still not coping with the level of work: • Make a formal referral to the Learning Support Team using the form on the Student Well Being tab of the intranet. • A case manager will be appointed. • The teacher will be asked to attend a meeting regarding the particular student • The Learning Support Team will develop strategies and initiatives to be used. • Parents will be consulted.

22. Level 3: Learning Support Team

23. What if the problem continues?

24. Level 4 – Regional Support If the problem continues assistance will be sought from: • The Regional Assistant Principals of Learning and Support • Regional consultants • External agencies • Schools for Specific Purposes, (SSP)

25. Level 4: Regional Support

26. Relevant documents The Commonwealth Disability Standards for Education 2005 http://foi.deewr.gov.au/documents/disability-standards-education-2005 Every Student Every School website http://www.dec.nsw.gov.au/every-student-every-school

27. Thank you for listening