Policies - Students at Educational Risk

RATIONALE

Where innovation and collaboration exist new paradigms have been created to make a real difference for students at educational risk.
The four key factors for achieving successful outcomes for students at educational risks are:

  • Early identification and intervention
  • Whole school approach involving consultation and planning.
  • The collection and analysis quality data
  • The critical roles of staff, particularly the class teacher, student and parents.

The school policy and procedures on each factor is outlined below.

IDENTIFICATION

A student who is considered ‘at risk’ is one who is likely not to realise their learning potential within the school setting.

  • Early identification for P-1 will be a focus of the class teacher and SAER co-ordinator.
  • Children are identified as being at risk in the following areas – emotional, behavioural, social and academic.
  • People involved in the assessment of an ‘at risk’ child are teachers, parents, school psychologists, and specialised assessment made through referrals or consultations with other professionals e.g. doctors.
  • Children are identified as academically ‘at risk’ if found to be at least 18 months behind their peers and not reaching their potential.
  • Identification is ongoing.
  • Identification is made from assessments using standard class testing, and individual testing.  Indicators of risk are Year 3, 5, and 7 children below the benchmarks for national testing, a critical low in the SA Spelling test given each February
  • Classroom teachers and testing should also identify children with special needs such as E.S.L. and gifted and talented children who are underachieving.

PLANNING FOR IMPROVEMENT

  • Students must have a profile completed by class teacher before they are considered at risk.
  • Once identified an Individual Education Plan (IEP) is developed, implemented and monitored.
  • Success is essential to improvement
  • Teacher defines long and short term goals
  • Teacher collaborates with the student, support staff and parent to discuss the IEP plan to ensure that students, parents and teachers work together.
  • Intervention strategies are planned according to student needs and individual goals.
  • Staff regularly monitor and evaluate the IEP.
  • It may be appropriate to formulate an intervention plan for special needs groups e.g. E.S.L.
  • SAER in literacy with a blue file will be plotted on Literacy Net and these can be used for planning.

COLLABORATION

  • Teachers collaborate with the SAER coordinators, like Year level teachers and other specialists e.g. speech pathologist, to write the I.E.P. as needed.
  • The SAER coordinators discuss concerns with Principal.  The Principal will then determine if the school psychologist will be involved.
  • There will be regular collaboration meetings throughout the year.  These meetings will involve teacher, parent, SAER coordinator as facilitator, school psychologist were necessary, and any other specialists working with the child where possible.
  • All staff to have access to school psychologist to discuss concerns about students.  The formal process will be to firstly discuss issues with the SAER coordinators, the SAER coordinators discuss concerns with Principal.  The Principal will then determine if they school psychologist will be involved.
  • At the meeting the collaboration sheet is used to record the discussion and outcomes of the IEP meeting.  At the conclusion of the meeting and all parties are given a copy of the recording of the meeting. (See App.1)
  • The first meeting of the year must take place by the end of Week 5, Term 1.

RECORD KEEPING

  • A list of children who are considered ‘at risk’ is kept private and confidential and accessed through the SAER coordinators, Principal and Psychologist.
  • Records are kept and dated for all students at risk from Years K – 7 in a blue file.
  • All professional reports are to be kept in the confidential files in the school office.
  • Records to include relevant information, e.g. school history, assessment, personal interview / case conference reports, structured observations, work samples and information about previous interventions.
  • Information must be objective.
  • At the end of each year during a school meeting holders of blue files will be given time to collaborate with the next year’s teacher.  The blue file will be formally ‘handed over’.

REPORTING

  • The collaboration session with parents is used to report.
  • Assistance and support is provided to teachers by administration, SAER coordinators and/or school psychologist for the purpose of reporting with available resources.
  • Report format to be reviewed periodically.

PROFESSIONAL DEVELOPMENT

  • Professional Development is carried out as required.
  • New staff are made aware of the school’s policy and procedures for at risk children.
  • Time is provided for teacher collaboration and networking.
  • Use is made of knowledge and expertise of teachers with special responsibilities.