ICAN FLO Training WorkshopInnovative Community Action Networks

•WELCOMEBec AlessiAcknowledgement of Land

DECS overview

• Helen WildashExecutive Director, Curriculum ServicesDepartment of Education &Children’s Services

ICAN WelcomeInnovative Community Action Networks

• Phillipa DuiganDirector ICAN & Mentoring

• Curriculum Services

ICANs…..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.

Premier

Inter-Ministerial Committee

Learning and Work

EconomicDevelopment

Board

Cabinet

Social Inclusion

Board

Northern Regional ICAN

Southern Regional ICAN

Northern Country Regional ICAN

STATE ICAN TEAM

DECS Curriculum Services –Curriculum and Operational leadership

links to DPC (Social Inclusion) and DFC; DFEEST; SAPOL; AGD

ICAN Management Committee

ICAN Youth Advisory Group Indigenous Youth

Advisory Group

Indigenous Parent Group

ParentGroup

Industry Advisory Group

Youth Services Group

Schools in area

Further Training andEducation Local

StateFederal

Government

ICAN Management Committee

ICAN Youth Advisory Group Indigenous Youth

Advisory Group

Indigenous Parent Group

ParentGroup

Industry Advisory Group

Youth Services Group

Schools in area

Further Training andEducation Local

StateFederal

Government

ICAN Management Committee

ICAN Youth Advisory Group Indigenous Youth

Advisory Group

Indigenous Parent Group

ParentGroup

Industry Advisory Group

Youth Services Group

Schools in area

Further Training andEducation Local

StateFederal

Government

ICAN Management Committee

ICAN Youth Advisory Group Indigenous Youth

Advisory Group

Indigenous Parent Group

ParentGroup

Industry Advisory Group

Youth Services Group

Schools in area

Further Training andEducation Local

StateFederal

Government

Local ICAN Mgt Committees

Local ICAN Mgt Committees

Local ICAN Mgt Committees

Western Regional ICAN

Local ICAN Mgt Committees

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 VOICETony 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, •families, •schools, •community groups, and non government organisations •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

wellbeing)

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 Australians.

(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 benchmarks

• 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 populations.

Dept of Health and Aging, 2009, Black et al, 2000)

Health

• 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

• adapted from: Munns, G., 2004

Voices Suggest

'Why are we doing this?'

lack of relevance

‘I can’t do this’ lack of ability

‘I’m just a kid from...’lack of connection to place

‘Teacher tells us’ lack of voice

‘I’m not doing that’ 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

ICAN Management Committee

ICAN Youth Advisory Group

Indigenous Youth Advisory Group

Indigenous Parent Group

ParentGroup

Industry Advisory GroupYouth

Services Group

Further Training andEducation Local

StateFederal

Government

Schools in area

Regional and Local ICAN Program Manager and

Flexible Learning Project Officer

Innovative solutions

Schools alone Partnerships

ICAN Management Committee

ICAN Youth Advisory Group Indigenous Youth

Advisory Group

Indigenous Parent Group

ParentGroup

Industry Advisory Group

Youth Services Group

Schools in area

Further Training andEducation Local

StateFederal

Government

Innovative Solutions

Fix young personto fit system

Students participate in personalised learning through authentic relationships

Innovative Solutions

One size fits ALL One size fits ONE

Flexible Learning Options

Funding to meet needs of young person

Funding toschools

Voices Suggest‘We can see the connection and the meaning'

Sense of relevance

‘I am capable’ Sense of ability and self-esteem

‘It’s great to be a kid from...’ Sense of value and belonging

‘We share’ Sense of voice—being heard

‘We do this together’ Sense of control and co-construction

Listen to me: being heard, being valued

What we hear from our re-engaged voices

adapted from: Munns, G., 2004

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 70% success rate in re-engaging young people with learning and earning pathways with an additional 7% actively seeking work•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 Board

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 classroom

The ICAN ApproachInnovative Community Action Networks

• Jodie Gregg SmithNorthern CountryRegional ICAN Manager

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

contributeto our economy.’

unpublished report prepared for COAG, page 7.MCEETYA December 2006), “Transition Pathways

from School to Work or Further Study”,

ICAN EssentialsInnovative Community Action Networks

• Phillipa DuiganDirector ICAN & Mentoring

• Michael AdamsFLO Student

Vocational trades pathways(eg School based apprenticeships)

Vocational education pathways(eg SACE including VET options)

Higher education pathways(eg leading to Further Education & University options)

ExtremeRisk

HighRisk

LowRisk

FULLY ENGAGED AND/OR PART TIME SCHOOLING

FULLY ENGAGED SCHOOLING POSSIBLE PART TIME EMPLOYMENT

STUDENT RISK PROFILE

FULLY ENGAGED MAINSTREAM SCHOOL

STUDENT POPULATION PROFILE

25%

30%

30%

At risk of disengaging 8%

Disengaged4%

3%

STUDENTS ON THE ‘CUSP’ OF DISENGAGEMENT

SIGNIFICANT ISSUES OF DISENGAGEMENT

SEVERELY DISENGAGED

Aboriginal Student Mentoring

StudentMentoring

& YouthDevelopment

ICANFlexible Learning

Options (FLO)

DECS INITIATIVES

ICAN EssentialsInnovative Community Action Networks

• Jason HaskettSouthern Regional ICAN Manager

• Emanuela SimosNorthern Regional ICAN Manager

THE ICAN ESSENTIALSStudent 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

THE ICAN ESSENTIALSReferral Options for FLO

• FLO 1 EARLY INTERVENTION • FLO 2 KEEPING ON TRACK• FLO 3 KEEPING CONNECTED • FLO 4 RE-ENGAGEMENT

THE ICAN ESSENTIALSThe Engagement Matrix

• What is the Engagement Matrix?

• How do we use the Engagement Matrix?

• An example: The Northern Metro ICAN’s use of the Engagement matrix

THE ICAN ESSENTIALSThe Engagement Matrix

THE ICAN ESSENTIALSModels of Case Management

In context: FLO Levels & the Engagement Matrix

• ICAN CASE MANAGEMENT

FRAMEWORK

• Case Management Outcomes

THE ICAN ESSENTIALSFLO Primary School Model

PAR

TNER

SHIPS

THE ICAN ESSENTIALSFLO 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

THE ICAN ESSENTIALSPartnerships

Partnerships are joint working relationship where:

•Independent parties link•Cooperation around common goals•Involve ‘movement’ of all parties (creating something new)•Collaboration on planning, development, implementation and evaluation•Share information, resources, risks and rewards

(Adapted from UK Audit Commission)

THE ICAN ESSENTIALSBuilding Blocks for Effective Partnerships

•Recognition•Respect•Review•Resilience•Responsibility•Rewards•Resolve•Relevance •Reference

(Corporate Citizenship research Unit , Deakin University)

THE ICAN ESSENTIALSIKE ‘n’ FLO

• IKE n FLO

The ICAN Literacy & NumeracyInnovative Community Action Networks

• Libby AndrewICAN Curriculum Manager

Diagnostic assessment forall FLO students

COMPASS

• 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

COMPASS

• Lower primary mathematics

COMPASS

• Lower primary literacy

COMPASS

• Early secondary mathematics

COMPASS

• Early secondary literacy

COMPASS

• Early secondary literacy (cont.)

MORNING TEA

FLO an introductionInnovative Community Action Networks

• Phillipa DuiganDirector ICAN & Mentoring

• FLO 2009 Guidelines

FLO how it works…Innovative Community Action Networks

• Liz BrowneNorth West ICAN Program Manager

• Rani BaslisICAN FLO Coordinator

FLO Process· At time of enrolment or re-enrolment, a FLO student (both new and continuing) is identified

using theICAN 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 required.

· 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.

ELIGIBLEICAN FLO Application (Referral)

Form is forwarded to Regional ICAN Program ManagerAND

School FLO Coordinator / SSO enrols student as FLO on EDSAS before census (NB: FLO students are classified as 1.0 FTE’s)

NOT ELIGIBLESchool maintains the

mainstream enrolment and includes the student on the

Tier 1 census

FLO REFERRALS AFTER TERM 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 census.

• 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 learning.

FLO Enrolment & Referral

• 2010 ICAN FLO Secondary Referral

• Part A – Pre-referral assessment process• Part B – Referral Options• Part C – FLO Enrolment

EDSAS & Funding

• EDSAS Coding Tips

• FLO Funding & Tier 2 Funding

FLO Reporting

2009 ICAN FLO STUDENT Quarterly REPORT - EXAMPLE ONLY Average Community Case Management Attendance Rate 76%

NAME, SURNAME STUDENT ED-IDFLO PROGRAM / SERVICE NAME

SCHOOL NAMESCHOOL ORG

UNIT NO#

FLO REPORTING

TERM

FLO REPORTING

YEAR

DESTINATION if exiting FLO enrolment

REFERRAL COMMENTSCOMMENTS RELATING TO LEARNING,

ACHIEVEMENT & STUDENT PROGRESS

CASE MANAGEMENT TYPE

COMMENTS RELATING TO CASE MANAGEMENT & STUDENT PROGRESS

SESSIONS ATTENDANCE

EXPECTED

SESSIONS ATTENDANCE

ACTUAL

Literacy & Numeracy

Personal Development

Community Based Learning

Community Case Mgmt

Wellbeing RelationshipsInvolvment in

Learning

Smith, John 123456789A ABC ProgramAberfoyle Park High School

1673 Term 1 2009

Student has attended school 3 days in term 4 and has a history of chronic non attendance-other support services have already been considered

student is progressing with FLP and has achieved SACSA outcomes through program participation: english 4.3,4.7 PE 4.4

School Based

student is keen to stay at school and has been a willing participant in case management meetings during

the term. Student has improved self esteem

14.00 9.00 Y N Y N Negative Reluctant Negative

Smith, John 123456789A ABC ProgramAberfoyle Park High School

1673 Term 2 2009student has now completed his FLP and achieved a SACE unit in integrated studies

School Based

Participation at school is stable and has been working on a

reconcilliation with their mother, to make a move back home to live

14.00 10.00 Y N Y N Reluctant Compliant Reluctant

Smith, John 123456789A ABC ProgramAberfoyle Park High School

1673 Term 3 2009

student has returned home to live with mum and agreed to increase attendance in literacy/numeracy program twice a week and one subject of PE at school

School Based

Students relationship with mother is improving and was able to move home. Students participation in

literacy and numeracy program has helped with build confidence in their

learning

15.00 14.00 Y N Y N Compliant Enthusiastic Compliant

Smith, John 123456789A ABC ProgramAberfoyle Park High School

1673 Term 4 2009 Employment

student has achieved a further SACE unit in work Ed via workplacement. Student has been recommended for FLO for 2009 to support transition back into mainstream education.

School Based

Student's work towards SACE units has increased confidence and student understands they must keep engaging to get into their

chosen career field

15.00 15.00 Y N Y N Enthusiastic Enthusiastic Enthusiastic

S T U D E N T D E T A I L S E N R O L M E N T D E T A I L S E N G A G E M E NT L E V E LC O M M U N I T Y P R O G R A M T Y P ES C H O O L C O M M E N T S C A S E M A N A G E M E N T

2010 Action Plan

• New Schools• Current Schools• New & Current Community Partners• Term 1 2010

TABLE DISCUSSIONS

LUNCH

The ICAN FLO panel

• Director ICAN & Mentoring• Regional ICAN Managers• ICAN Program Manager• DECS Data Management• FLO School Coordinator• FLO School Students

ICAN Flexible Learning

• Ann ThomasICAN Curriculum

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 egXO laptop

ICAN Flexible Learning

• Louise JohnsonICAN Curriculum

FLP

FLP headings include:

Your skills You and success More about success How do you learn?Your support teamWorking through problems My planYou and work

Live your dreams Planning your futureWhat sort of life do I want?How will I live?What education and training do I need?Your timetable Reviewing your Plan Leaving school checklist

Integrated Learning Unit – SACE Stage 1 - expires Dec 2009

OLD Flexible Learning Plan

Communication Learning

How do you learn? What education and training do I need?My plan. Reviewing your Plan.

Personal Development

Citizenship

Work

Your skills. How do you learn?Your support team.You and work. What education and training do I need?

Your skills. You and success. Your support team.Working through problems. Planning your future.

Your skillsLive your dreams Planning your futureWhat sort of life do I want?How will I live?

ICAN Personal Learning Plan - PLP

Personal Development

PLP

Citizenship

LearningWork

Integrated Learning Units – new SACE Stage 110 credits each

NEW ICAN Flexible Learning Plan

NEW Commonwealth Partners

• Dave BrownDEEWR, South Australia

• Youth Connections

Youth ConnectionsService model

Services to Individual Young People

Type One: Most at Risk of Disengaging

Type Two: Disengaging / Severely Disengaged

Assistance will be provided to a continuum of at risk young people

Young people at school risk of disengaging

Disengaging / Recently disengaged young people

Severely disengaged young people

Other Services

Type 3: Re-engagement and Outreach Activities

Type 4: Strengthening Regional Services

Youth Connections in SAService 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 regionso focus on severely disengaged young people in ICAN

regions

Youth Connections in SAService 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

Connections

• SCAEP

LOCAL solutions

LOCAL solutions

• Tanya WilsonChristies Beach High School

LOCAL solutions

• Bruce Mules

John Pirie Secondary School

FLIPCENTRE

Bec AlessiJodie Gregg-Smith

FlipcentreJohn Pirie Secondary School

Flipcentre Aims

• Engage young people with learning.• Provide for alternative mode of curriculum

delivery.• Support specific learning needs.• Case manage learning plans through mentoring.• Offer targeted programmes for identified groups.• Develop strategies for working in a diverse

classroom.• Support professional research (eg. Uni,Tfel ). • Provide access to counselling.

Flipcentre Students

• There is no typical Flipcentre student.• Absence of stigma.

Referral to Flipcentre1. 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 Flipcentre3. Social Issues

• Non attendees/ truants • Young offenders• Homeless/ independent students• Mental health issues

Flipcentre management

• A suitable physical environment.• Learning plans.• Weekly planners.

Supportive Data

• Reduced referrals to restart room.• Improved attainment data.• Improved attendance.• Anecdotal.

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.

FLO & Bec

LOCAL solutions

• Dennis MasonFLO CoordinatorSeaton High School

Closing remarks

• Phillipa DuiganDirector ICAN & Mentoring

• NETWORKING SESSION