Thursday, 26 January 2012
EMR Focus
1. Relationship/connectedness > Attendance > Stimulating Learning
2. Empathy + Resilience
3. All kids have a space in our system
Some Data – EMR & Victorian
1. 30,000 – 40,000 referrals to DHS in Victoria each year
2. 3,500 funded students in EMR (plus many more unfunded with learning disorders – diagnosed and undiagnosed)
3. 37 psychologists per 105,000 students in EMR
4. 800% growth in ASD applications – Statewide autism plan
5. Programs for PSD account for ½ billion out of $7billion spent overall
6. Ability-based learning support – big push in 2012 (ie learning based on abilities not disabilities – pre-VELS recognised)
Some Basic Documents around Student Safety
NATIONAL SAFE SCHOOLS FRAMEWORK
VISION
Schools are safe, supportive and respectful teaching and learning communities that promote student wellbeing.GUIDING PRINCIPLES
1. Students feel safe and be safe (Student survey)
2. Being safe & supported at school is essential for wellbeing and effective learning (feeling safe too)
3. Schools accept this responsibility
4. Encourage active participation of all community members to develop and maintain safe school community where diversity is celebrated
5. Actively support young people to develop understanding & skills to keep themselves & others safe
6. Commit through whole-school & evidence-based approach
CONTEXT OF THE FRAMEWORK
1. Students’ rights: to learn in a safe, supportive environment; to be treated with respect
2. Staff rights: to teach & work in a safe, supported environment
3. Parents’ (and other community members’) rights: to feel safe, supported & respected in the school context
ELEMENTS OF THE FRAMEWORK
1. Leadership commitment to a safe school
2. A supportive & connected school culture
3. Policies & procedures
4. Professional learning
5. Positive behaviour management
6. Engagement, skill development & safe school curriculum
7. A focus on student wellbeing & student ownership
8. Early intervention & targeted support
9. Partnerships with families & community
Teachers are encouraged to be:
· Proactive in building safe & supportive learning communities
· Reactive in responding effectively to situations involving child maltreatment, harassment, aggression, violence & bullying.
FRAMEWORK FOR STUDENT SUPPORT SERVICES IN VICTORIAN SCHOOLS
1. Primary Prevention
· Building resilience ie capacity to cope with extreme and stressful life situations via certain social experiences & arrangements:
a) Promoting a sense of belonging;
b) Relationship with at least one competent caring adult;
c) Contributing to +ve social behaviours & problem-solving skills;
d) Sense of spiritual & communal belonging;
e) Minimising family stress;
f) Strengthening family relationships
g) Meaningful role within the community
2. Early Intervention
a) Targets students displaying inappropriate choice of coping skills, stress reactions, depressive symptoms, & other personal and social vulnerabilities
b) Aim is to reduce intensity, severity & duration of risk behaviour & minimise potential harm in identifying, assessing and managing students at risk.
a) Targets students displaying inappropriate choice of coping skills, stress reactions, depressive symptoms, & other personal and social vulnerabilities
b) Aim is to reduce intensity, severity & duration of risk behaviour & minimise potential harm in identifying, assessing and managing students at risk.
E5 - Engage
ENGAGE across the levels: What does the TEACHER do?
What do students want from us?
1. Depends on the student
2. Good instruction; consistency; relationship
3. The students want us to LIKE them
Engage Environment – we may find that some students or even classes respond better to Level 1 due to intellectual ability, maturity, the way it works at home (ability/desire to take responsibility) – but we need to guide them along that path.
What do we do when things go horribly wrong with a student or a class? How do we fix the relationship? – at least so that the classroom environment is pleasant and everyone wants to be there and are learning.
http://moodle.vermontsc.vic.edu.au/mod/resource/view.php?id=16128
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