Innovative Community Action Networks _ICAN_

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					Innovative Community Action
      Networks (ICAN)

     FLO Training Workshop
       10 November 2009
     AAMI Stadium, Adelaide
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.

  Social                                                                                                             Inter-Ministerial Committee
Inclusion                                                                                                                                                                                                                                                                                      Development
                                                                                                                                                               Learning and Work                                                                                                                  Board
                                                                                                                                                       STATE ICAN TEAM
                                                            DECS Curriculum Services –Curriculum and Operational leadership
                                                        links to DPC (Social Inclusion) and DFC; DFEEST; SAPOL; AGD

   Northern                                                                                    Southern                                                                                               Western                                                                                  Northern Country
   Regional                                                                                    Regional                                                                                               Regional                                                                                 Regional ICAN
   ICAN                                                                                        ICAN                                                                                                   ICAN

                                                                                                Local ICAN Mgt                                                                                       Local ICAN Mgt                                                                                 Local ICAN Mgt
Local ICAN Mgt                                                                                  Committees                                                                                           Committees                                                                                     Committees
                                                                                                                                                                                                                                                                                                                                  Youth              Industry
                                                                                                                                                                                                                                                                                                                              Services Group       Advisory Group     Parent

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

                                                                                                                              ICAN Youth                               Group                                                                       Advisory Group
                                                                                                                             Advisory Group   Indigenous Youth
                                                                                                                                               Advisory Group
          Schools in area

                                                                     Indigenous Parent
                                  ICAN Youth                               Group
                                 Advisory Group   Indigenous Youth
                                                   Advisory 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,
•community groups, and non government
•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
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
                               (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
 • 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
             Dept of Health and Aging, 2009, Black et al, 2000)

 • 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
                           Voices             Suggest
 'Why are we doing
                                     lack of relevance
 ‘I can’t do this’                   lack of ability
                                     lack of connection to
 ‘I’m just a kid from...’
 ‘Teacher tells us’                  lack of voice

 ‘I’m not doing that’
 •   adapted from: Munns, G., 2004
                                     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
                                    Regional and Local ICAN
                                      Program Manager and
                                 Flexible Learning Project Officer

                  Youth                                              Advisory Group
              Services Group                                                                 Parent

   Further Training and
        Education                                                                              Local
                               ICAN Management Committee                                     Government

           Schools in area
                                                                                Indigenous Parent
                                    ICAN Youth          Indigenous Youth
                                   Advisory Group        Advisory Group
Innovative solutions

 Schools alone                         Partnerships

                                                  Youth              Industry
                                              Services Group       Advisory Group     Parent

                       Further Training and
                            Education                                                                Local
                                                     ICAN Management Committee                     Government

                           Schools in area

                                                                                      Indigenous Parent
                                                   ICAN Youth                               Group
                                                  Advisory Group   Indigenous Youth
                                                                    Advisory Group
 Innovative Solutions
                        Students participate in
Fix young person        personalised learning
to fit system           through authentic
Innovative Solutions

One size fits ALL      One size fits ONE
Flexible Learning Options

                        Funding to meet
  Funding to            needs of young
  schools               person
What we hear from our re-engaged
          Voices                  Suggest
‘We can see the connection
                           Sense of relevance
and the meaning'
                                 Sense of ability and self-
‘I am capable’
                                 Sense of value and
‘It’s great to be a kid from...’
                                 Sense of voice—being
‘We share’
                                 Sense of control and
‘We do this together’
                                      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 80% success rate in re-
 engaging young people with learning and
 earning pathways
 •Demonstrated reduction in juvenile justice
 issues in ICAN areas (39%)
Keys to Success:

1.   A strong whole of government commitment, through
     Monsignor David Cappo and the Social Inclusion
2.   Governance –cross agency reporting regimes through
     the Inter Ministerial Committee
3.   Local ICAN Management Committee and Program
     Manager to facilitate community development and
     broker value add from key stakeholders
4.   Flexible enrolment funding to support brokerage of
     engagement and learning programs beyond the
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”,
                                   STUDENT POPULATION PROFILE

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

 Low      FULLY ENGAGED                                                                   30%
                                      Higher education pathways
 Risk     MAINSTREAM SCHOOL           (eg leading to Further Education & University options)
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
Referral Options for FLO

The Engagement Matrix
Models of Case Management

 In context: FLO Levels & the
   Engagement Matrix


 • Case Management Outcomes
FLO Primary School Model

             Exit                      Evaluation

                        Young Person

                           School               Planning
     and Review

                        Case Work
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
 Partnerships are joint working relationship where:

 •Independent parties link
 •Cooperation around common goals
 •Involve ‘movement’ of all parties (creating something
 •Collaboration on planning, development,
 implementation and evaluation
 •Share information, resources, risks and rewards
                                   (Adapted from UK Audit Commission)
Building Blocks for Effective
                    (Corporate Citizenship research Unit , Deakin University)

 • 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
• Lower primary mathematics
• Lower primary literacy
• Early secondary mathematics
• Early secondary literacy
• Early secondary literacy (cont.)
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
  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                                           NOT ELIGIBLE
                             ICAN FLO Application (Referral)                            School maintains the
                  Form is forwarded to Regional ICAN Program Manager                 mainstream enrolment and
                                          AND                                        includes the student on the
                 School FLO Coordinator / SSO enrols student as FLO on EDSAS
                  before census (NB: FLO students are classified as 1.0 FTE’s)              Tier 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
 •   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
FLO Enrolment & Referral

 • 2010 ICAN FLO Secondary Referral

   • Part A – Pre-referral assessment process
   • Part B – Referral Options
   • Part C – FLO Enrolment
   FLO Reporting
2009 ICAN FLO STUDENT Quarterly REPORT - EXAMPLE ONLY                                                                                                                                                                                                                                                       Average Community Case Management Attendance Rate                                                  76%
     STUDENT DETAILS                                                ENROLMENT DETAILS                                                                                      SCHOOL COMMENTS                                                                   CASE MANAGEMENT                                    COMMUNITY PROGRAM TYPE                                       E N G A G E M E NT L E V E L
                                                                                              FLO         FLO                                                                         COMMENTS RELATING TO LEARNING,                                                                  SESSIONS     SESSIONS
                                        FLO PROGRAM /                         SCHOOL ORG                           DESTINATION if exiting FLO                                                                              CASE MANAGEMENT     COMMENTS RELATING TO CASE                                       Literacy &    Personal     Community Based Community Case                                  Involvment in
      NAME, SURNAME   STUDENT ED-ID                        SCHOOL NAME                     REPORTING   REPORTING                                       REFERRAL COMMENTS                 ACHIEVEMENT & STUDENT                                                                       ATTENDANCE   ATTENDANCE                                                                 Wellbeing    Relationships
                                         SERVICE NAME                           UNIT NO#                                  enrolment                                                                                              TYPE        MANAGEMENT & STUDENT PROGRESS                                     Numeracy     Development      Learning         Mgmt                                          Learning
                                                                                             TERM        YEAR                                                                                  PROGRESS                                                                               EXPECTED      ACTUAL

                                                                                                                                                Student has attended school 3         student is progressing with FLP                         student is keen to stay at school
                                                                                                                                                days in term 4 and has a history of   and has achieved SACSA                                 and has been a willing participant in
                                                        Aberfoyle Park High
Smith, John           123456789A      ABC Program                               1673        Term 1       2009                                   chronic non attendance-other          outcomes through program            School Based       case management meetings during           14.00         9.00          Y            N               Y               N           Negative       Reluctant       Negative
                                                                                                                                                support services have already         participation: english 4.3,4.7 PE                       the term. Student has improved
                                                                                                                                                been considered                       4.4                                                                self esteem

                                                                                                                                                                                                                                             Participation at school is stable and
                                                                                                                                                                                      student has now completed his
                                                        Aberfoyle Park High                                                                                                                                                                         has been working on a
Smith, John           123456789A      ABC Program                               1673        Term 2       2009                                                                         FLP and achieved a SACE unit in School Based                                                     14.00        10.00          Y            N               Y               N           Reluctant     Compliant        Reluctant
                                                        School                                                                                                                                                                               reconcilliation with their mother, to
                                                                                                                                                                                      integrated studies
                                                                                                                                                                                                                                              make a move back home to live

                                                                                                                                                                                                                                             Students relationship with mother is
                                                                                                                                                                                      student has returned home to live
                                                                                                                                                                                                                                                improving and was able to move
                                                                                                                                                                                      with mum and agreed to increase
                                                        Aberfoyle Park High                                                                                                                                                                      home. Students participation in
Smith, John           123456789A      ABC Program                               1673        Term 3       2009                                                                         attendance in literacy/numeracy   School Based                                                   15.00        14.00          Y            N               Y               N          Compliant      Enthusiastic    Compliant
                                                        School                                                                                                                                                                               literacy and numeracy program has
                                                                                                                                                                                      program twice a week and one
                                                                                                                                                                                                                                             helped with build confidence in their
                                                                                                                                                                                      subject of PE at school

                                                                                                                                                                                      student has achieved a further
                                                                                                                                                                                                                                             Student's work towards SACE units
                                                                                                                                                                                      SACE unit in work Ed via
                                                                                                                                                                                                                                               has increased confidence and
                                                        Aberfoyle Park High                                                                                                           workplacement. Student has
Smith, John           123456789A      ABC Program                               1673        Term 4       2009            Employment                                                                                       School Based         student understands they must           15.00        15.00          Y            N               Y               N          Enthusiastic   Enthusiastic    Enthusiastic
                                                        School                                                                                                                        been recommended for FLO for
                                                                                                                                                                                                                                               keep engaging to get into their
                                                                                                                                                                                      2009 to support transition back
                                                                                                                                                                                                                                                     chosen career field
                                                                                                                                                                                      into mainstream education.
2010 Action Plan

 •   New Schools
 •   Current Schools
 •   New & Current Community Partners
 •   Term 1 2010
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
OLD Flexible Learning Plan
FLP headings include:

                                              Live your dreams
Your skills
                                              Planning your future
You and success
                                              What sort of life do I
More about success
How do you learn?              FLP            How will I live?
Your support team
                                              What education and
Working through
                                              training do I need?
                                              Your timetable
My plan
                                              Reviewing your Plan
You and work
                                              Leaving school checklist

Integrated Learning Unit – SACE Stage 1 - expires Dec 2009
ICAN Personal Learning Plan - PLP
Your skills.                                         Your skills.
How do you learn?                                    You and success.
Your support team.                Personal           Your support team.
You and work.                    Development         Working through problems.
What education                                       Planning your future.
and training do I

                  Work          Communication   Learning

 Your skills
 Live your dreams                Citizenship         How do you learn?
 Planning your future                                What education and training
 What sort of life do I want?                        do I need?
 How will I live?                                    My plan.
                                                     Reviewing your Plan.
 NEW ICAN Flexible Learning Plan

Integrated Learning
Units – new SACE
Stage 1                      Development
10 credits each

                      Work                 Learning

Youth Connections
Service model

         Services to Individual Young                      Other Services

 Type One: Most at       Type Two: Disengaging /    Type 3: Re-    Type 4:
 Risk of Disengaging     Severely Disengaged        engagement     Strengthening
                                                    and            Regional
                                                    Outreach       Services
 Assistance will be provided to a continuum of at   Activities
 risk young people
 Young people     Disengaging /   Severely
 at school risk   Recently        disengaged
 of               disengaged      young people
 disengaging      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
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
Flipcentre at John Pirie
Secondary School
 • Engage young people with learning.
 • Provide for alternative mode of curriculum
 • Support specific learning needs.
 • Case manage learning plans through mentoring.
 • Offer targeted programmes for identified groups.
 • Develop strategies for working in a diverse
 • 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.
Flipcentre: Supportive
 •   Reduced referrals to restart room.
 •   Improved attainment data.
 •   Improved attendance.
 •   Anecdotal.
Flipcentre: 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.

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