Identifying Young People �At Risk� by QoA2W6h7


									Student Mapping Tool

      Doug Smith
       Deb Hull
         The student mapping tool...

- was originally designed to identify students at risk
  of early school leaving
- draws out school data that is related to known risk
- does NOT produce a conclusive list of students
  who will leave school early
- provides evidence to inform conversations about
  students’ welfare and academic progress
         The student mapping tool...

- is a great support for all kinds of transitions
- must be used to monitor Koorie student progress,
  but is useful for much, much more
- is free, and is easy to use
- if you are already using data/evidence to make
  decisions, the Tool will save you time
       Personal risk factors

•   Truancy
•   Low literacy level
•   Low numeracy level
•   Poverty/low income household
•   Parental unemployment
•   Aboriginal or Torres Strait Islander
•   Poor health
•   Fragmented/reconstituted family
•   Low self-esteem
•   Behavioural issues
             School-based risk factors

•   Unsupportive school culture      • Absence of school counsellors
•   Repressive discipline            • Lack of student participation in
•   Large class sizes
                                     • Poor school/home relationships
•   Unstimulating content
                                     • Poor teaching quality
•   Competitive exam-dominated
                                     • Lack of clear relationships
    assessment                         with the wider community
•   Negative student-teacher           leading to an absence of
    relationships                      support and referrals
•   Negative peer relationships in
    school community
 What does ‘using’ the mapping tool mean?

1.   Download the data
2.   Read and understand your data
3.   Understand your school’s current responses
4.   Use the information to plan for future responses
5.   Assess the effectiveness of what you are trying
6.   Push the boundaries
1. Download the data
2. Read and understand your data
     30 minutes with the Student Mapping Tool

 -  School has 18 Koorie or TSI students
--  students (17%) are absent 1 day per students
  3 1.4% of school’s students are Koorieweek or more
--  another 3.7% have Koorie status per fortnight
  10 students (56%) are absent 1 dayas ‘unknown’ or
- 8 students (80%) of those missing one day per fortnight
  have parents in N or D categories for SFO
- One Year 12 student is currently ineligible to pass VCE
  due to attendance rate
    - 5 (63%) of the students with good attendance are
       underperforming in literacy, numeracy or both
     30 minutes with the Student Mapping Tool

  - 3 Koorie students (17%) have been suspended
     one is performing well, one is SFO category or
- - 10 families (56%) are in lowest marginal in maths,
     one has no
    unemployed academic data entered
- 8 students (44%) are from single parent families
- 8 students (44%) are living at home with both parents
- 1 student is in out-of-home care
- 1 student does not have living arrangements recorded
     - 4 students have medical issues
     - 1 student has a disability
       30 minutes with the Student Mapping Tool

 -     10 students (56%) are underperforming in literacy
 -     10 students (56%) are underperforming in maths
--   1 9 students are underperforming in both
       student has had literacy support
- 0 students have had maths support
    students (from years 7 Regional Koorie
- 3 - 2 students have had and 8) have ILPs Unit
        1 student has DHS a disability,
 - 1- student is Koorie, hasinvolvement is from a
   low-income home, has been suspended once this
   year, has no academic results recorded, and is
   absent 1.5 days per fortnight
       The Wannik Strategy requires...
- focus of Regional Office and school attention on Koorie
  student outcomes and attendance
- individual ILPs for Koorie students
- literacy and numeracy support for Koorie students not
  meeting appropriate standards
- raising expectations of Koorie student achievement
  (teachers, students, peers, families)
- MIPs plans and support for students in Years 8 and 9
- support for high-achieving Koorie students
- use of student mapping tool
The Student Engagement Strategy requires...

- focus on creating a positive, fair and respectful school
- proactive engagement with parents/carers
- implement preventative and early intervention approaches
- respond to support needs of individual students
- identify and support students at risk
- develop school profile statement (summary of data)
- promote attendance
- staged response to behaviour management
         The MIPs Program requires...

• “Planned and systematic processes for identifying
  students…who are at risk of early school leaving, or not
  making a successful transition…..and providing them with
  appropriate support, preferably employing case
  management approaches.”

• Destination tracking and reporting
The Partnering Agreement – School Attendance and
Engagement of Young People in Out-of-Home Care

• monitor and support attendance
• implement strategies that lead to age-appropriate
• establish student support group (mandatory)
• provide information to support transition to new school
• staged process for suspensions and expulsions
• school to negotiate another school or alternative pathway
  in case of expulsions, track for 6 months after exit
Using the student mapping tool will let you...
        The student mapping tool...

 - provide support early outcomes
 will not fix low student and on target
 will not change your students’ not stereotypes
 - cater for demonstrated need, backgrounds
 - tackle stop racism
 will not ‘accepted wisdom’ and anecdote
 will not fix absenteeism evaluate absenteeism
 - monitor, intervene and
 will not improve teaching practice
 - articulate and raise expectations
 will notmore about your school than anyone
 - know get the Region off your back
   else, and develop a shared ‘story’
3. Understand your school’s current
4. Use the information to plan future
      Effective Strategies to Increase School Completion
                       Report and Guide

•  - The Effective Strategies to Increase School
  Completion Report makes recommendations
  about the strategies that have been empirically
  shown to be most effective at re-engaging and
  supporting students at risk of early school
• - To support schools in implementing the
  strategies identified in the Report, a companion
  Guide to Help Schools Increase School
  Completion has also been produced.
• - These were sent to all Government schools at
  the beginning of Term 2, 2009.
• - You can download both from:
5. Assess the effectiveness of what you are
6. Push the boundaries
  Wannik MIPs program
for Government secondary schools

            Deb Hull
         Wannik MIPs accountabilities

•  Circular sent 24th March
•  Not something new – just an extension to existing MIPs
• Funding is provided on a per student basis, $200 per
   Koorie enrolment in Year 8 and 9 (as per CASES21)
• For this year, Department used August 2008 data as
   bushfires disrupted the February census
• “All Government secondary schools must...use the Student
  Mapping Tool to map the progress of Koorie students and
  the effectiveness of school-based interventions being
  used to support Koorie students at risk of early leaving.”
          Wannik MIPs accountabilities

• “All Koorie students in Years 8 and 9 in Government
  schools must have current individual pathway plans and
  associated support to enable a successful transition to the
  post-compulsory years and through these to further
  education, training or secure employment.”
   – Development (with families) and review of plans
   – Transition support
   – Systematic process for identifying those at risk
   – Support and referrals
   – Follow up
      Wannik MIPs process – ON EXIT

• Obtain intended destinations of all Koorie students in
  Years 8 and 9 at time of exit
• Obtain contact details (with student consent)
• Identify and offer appropriate support to all students
  exiting school
• Comply with existing Departmental policy in relation to
  students under the school leaving age exiting school, and
  schools must contact their regional office in all
  instances of this occurring
   Wannik MIPs process – FOLLOW UP

• Follow up all Year 8 and 9 Koorie students one month
  after exit
• If student is disengaged, continue to offer MIPs support
  and liaison with other providers or services
• Follow up monthly until six months after exit
• Report those who remain disengaged after six months
  to the regional office

• Comply with usual MIPs requirements re students who exit
  after commencing Year 10
                Wannik MIPs reporting

•   Number of Koorie students in Year 8 & 9
•   Number of these students with a current MIPs plan
•   Number who exited the school in calendar year
•   Number followed up one month later (should be ALL)
    – Number in education
    – Number not engaged in education training or employment
• Number followed up monthly for six months
    – Number referred by your school to a local provider or agency for
      assistance with re-engaging in education, training or full time
    – Number successfully re-engaged
        Effective MIPs for Koorie students

• Who is already out there providing effective transition
  support to Koorie young people? Help us find them
   –   Schools
   –   Employment agencies
   –   Employers
   –   LLENs
   –   Other organisations or agencies

To top