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Who are we listening to?

Who are we listening to?. Competing voices in OOHC assessment. Bronwen Elliott & Kerry Melbourne. 2014. ACWA. Context. How do we improve outcomes? LAC – 25 years on… a changed landscape MyStory – new opportunity Rethinking assessment. Understanding the impact of electronic systems.

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Who are we listening to?

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  1. Who are we listening to? Competing voices in OOHC assessment Bronwen Elliott & Kerry Melbourne 2014 ACWA

  2. Context • How do we improve outcomes? • LAC – 25 years on… a changed landscape • MyStory – new opportunity • Rethinking assessment

  3. Understanding the impact of electronic systems • Capacity and opportunity to collect data, support accountability, support research • Tick box standards • Quality? • Impact on process, participants • Keep assessment focused on story, • Collect data elsewhere, cost is less, risk is less

  4. Learning from the past • Procedure and power • LAC developments – sign off, consultation, direct involvement of older children • LAC A&A record limitations – too long, too bureaucratic, connection to process not always clear, • caseworker controlled process and outcomes

  5. There are many voices in children's lives......

  6. Valuing different voices • Keeping voices clear and distinct • Accepting conflict • Clearer decision making

  7. Analysis and Action • Child or young person, carer, parent, teachers, counsellors or others, caseworker • Provide information and ideas • Do it now? • Talk it through? (Review)

  8. Dimensions: Child/Young Person: • Identity Health • Education/Employment • Family & Friends • Independence/Self Care • Emotions and Behaviour

  9. Family & Community • Carer • Physical Care • Nurturing and Guidance • Acting Protectively • Sustaining Care • Family relationships • Finances • Community Connections • Accommodation • Legal Matters • Safety

  10. Building the Tool • Recognize risks- opening not limiting conversations • Wording questions • Less is more • Road testing– less is still more

  11. Carers’ Views • What is going well in the child's education? Think about attendance, progress, friendships, homework, extra activities, relationships between you and the education program, the child's school reports, and feedback from parent teacher nights • What do you find most challenging about the child's education? Think about helping with homework, reading with the child, attending school events, and talking positively with the child about going to school • How are you supporting the child’s education? • What else could be done over the next 6 months to help with the child's education?

  12. What is it like when you have contact?

  13. What have we learnt? • Keep the child visible • Focus on what does it mean • Focus on action • Keep asking why

  14. Please visit the MyStory booth for further information Booth 1, Banquet Hall

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