Post on 02-Sep-2020
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Students at Educational Risk (SAER) Policy
OUR SCHOOL VISION
To be a part of a community which develops a child who is motivated to reach their potential academically, socially and
responsibly, in a caring and supportive environment.
A SAFE AND ENGAGING LEARNING ENVIRONMENT
We believe that a learning environment that promotes student wellbeing and positive and respectful relationships is both
welcoming and inclusive and this is a pre-requisite for improving student achievement.
A safe and productive learning environment is created by the proactive management of student behaviour and by
implementing classroom and pastoral care programs that support student wellbeing.
The overall physical environment of the school, both inside and out, reflects our high standards of safety and care and
promotes a sense of belonging for all.
We believe that a ‘student focused’ learning environment is where students willingly engage and participate in a broad
range of learning opportunities; they contribute to decisions about their learning and their contributions are valued.
Our school learning environment is an essential element to building and maintaining school pride and a positive and
supportive school culture.
SCHOOL VALUES
The actions of our staff, students and parents are guided by the following core values:
A PURSUIT OF KNOWLEDGE AND A COMMITMENT TO ACHIEVEMENT
Each person is provided with the opportunity to achieve their potential through a quest for knowledge, critical thinking,
creativity, interpersonal skills and by the understanding and demonstrating values and attitudes.
SELF-ACCEPTANCE AND RESPECT FOR OTHERS
Each person is encouraged to develop self-respect and an acceptance of others, to take responsibility for their actions
and demonstrate responsible and ethical behaviour in all situations. Each person is encouraged to demonstrate initiative
and openness to learning.
RESPECT AND CONCERN FOR OTHERS AND THEIR R IGHTS
Each person is of equal worth and has the right to receive care and compassion and be treated with dignity and respect.
Each person has the right to participate in a friendly and non-coercive learning community.
SOCIAL AND C IVIC RESPONSIBILITY
Each person is a good citizen promoting the common good by recognising and respecting the rights and needs of others.
Each person values cultural diversity and participates in Australia’s democratic processes to make positive contributions
to society.
ENVIRONMENTAL RESPONSIBILITIES
Each person is respectful of the environment and understands the need for conservation and sustainability. Each person
will develop an understanding of, and respect for, Australia’s cultural heritage.
An Independent Public School
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RATIONALE
At Creaney Primary School we aim to make every student a successful student and embrace parent involvement in our
school. These two elements are essential when supporting students who are ‘at risk.’ These are supported by our
ethos of quality teaching which is a pre-requisite for improving student achievement and to ensure all students are able
to reach their individual academic potential. The belief and expectation that all students can learn is fundamental to our
school providing inclusive and effective learning opportunities for all. Fostering positive relationships and
communication strategies between our community, students and staff, builds strong partnerships and networks that
support student learning.
GUIDELINES
Students who are identified as ‘at risk’
Students who are identified as ‘at risk’ are students who are not reaching their year level learning outcomes, or are
working below the expected level for their year group, according to Schools Curriculum and Standards Authority (SCSA).
How students are identified
At Creaney Primary School the following criteria may be used to identify students at educational risk:
Handover notes from previous teacher, Individual Documented Plans and Group Documented Plans
KAT testing (K)
Parent Interviews at the beginning of the year (K)
Parent questionnaire (K)
Letters and Sounds Tracking Assessment (K-2)
On Entry Testing for Mathematics and English (P-2)
MTS Testing (3-6)
Fountas and Pinnell Running Record (P-2)
Fountas and Pinnell Running Record and Comprehension (3-6)
South Australian Spelling Test (3-6)
Words Their Way Testing (3-6)
Attendance records (absent and late notes)
NAPLAN Data (3 and 5)
PEAC Testing (4)
Formal Reports from previous years
SAER Notes (IEPs, GEPs, IBMPs and School Psychologist reports)
External Service Reports (Speech and Language Centre, Occupational Therapists, Special Education Needs
Services and Paediatrician)
Student Screening Form - Emotional and Mood Signs, Academic Signs, Communication and Social Skills,
Behaviour, Physical and Personal Experience
Electronic Student Record (K-6)
Year Group Moderation Tasks (K-6)
Anecdotal Records (K-6)
General Observations (K-6)
Strategies
If a student has been identified as ‘at risk’ a Documented Plan is developed by the classroom teacher/s. A Documented
Plan enables students to reach educational goals at their level within a classroom setting. Strategies that are utilised in
a Documented Plan are formulated with external agencies (if involved) and also with school knowledge. At Creaney we
use a TEAM approach so all Teachers and Education Assistants who work with students on Documented Plans along
with parents/caregivers and students are aware of strategies and goals are identified. This enables all stakeholders to
help students reach their individual educational goals.
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How are students monitored?
Documented Plans are reviewed by Week 5 of each term. The review is important as it allows teachers, parents and
students to reflect and acknowledge if they have met their educational goals with the strategies implemented. This
determines whether or not further goals and strategies are required.
Case Conferences are held at point of need to monitor students’ progress. SAER Co-ordinators, Classroom Teachers,
School Psychologist (if involved), Education Assistants (if involved), Parents/Caregivers and any in-school or external
agencies are required to attend. This ensures a consistent team approach to an individual student’s need.
Electronic Student Record Cards are used to record information about a student from Kindy to Year 6.
ROLES AND RESPONSIBILITIES OF STAFF
SAER Coordinators
Ms Harrison (Deputy Principal)
Mrs Palmer (Learning Support Coordinator)
Mrs Mollet (School Psychologist)
Tim Mullen (School Chaplain)
Role of SAER Coordinators
Work collaboratively with class teachers to identify students who may need intervention
Assist classroom teacher in creating a Documented Plan
File the Documented Plans in student SAER files
Inform teachers of agencies that are available to assist with students’ specific needs
Liaise with the School Psychologist, Chaplain and external agencies
Make referrals to SSEND and liaise with Consulting Teacher
Manage Case Conferences at point of need with stakeholders
Update SAER folders and electronic Student Records
Refer caseload to CAPS committee where appropriate
Accountable for the review of Documented Plans from Classroom Teachers
Assist in completing documentation from external agencies
Make applications to Schools Resourcing
File any documentation from external agencies
Classroom Teachers
Review handover notes from previous teacher
Review Documented Plans from previous year
Meet with Parents regarding concerns
Plan, implement and review all Documented Plans each term (by Week 5)
Record any information or meetings on the students’ Electronic Student Record
File documents in students’ SAER file in the office
Refer students to external services if directed by SAER Coordinator and complete any required
documentation
School Psychologist
Liaise with Classroom Teachers, SAER Coordinators and Parents
Provide resources
Attend Case Conferences as necessary
Make referrals to external agencies as necessary
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Parents
Attend Case Conferences when scheduled
Attend/arrange meetings with the Classroom Teacher as necessary
Provide the school with any additional information that may assist the Teacher
Ensure strategies that can be implemented at home are consistent with school
Students
Reflect on their educational goals
Attend meetings as necessary
Self-monitor their feelings when required
CHILD AND PARENT SUPPORT TEAM (CAPS)
The CAPS team provides a forum for staff to discuss students and their families who may be ‘at risk’ socially,
emotionally, physically or academically. Referrals to the CAPS team are made via the school Chaplain, Psychologist,
SAER Coordinator and classroom teachers as per the school’s SAER Policy. Some of the ‘at risk’ indicators may
include:
Poor attendance/lateness
Static or regressive academic development
Emotional regularity difficulties
Overly shy or aggressive behaviour
Disturbed or self-destructive behaviour
Unkempt or very changeable physical appearance
Social and communication difficulties
The CAPS team’s role is to:
Share information
Respond positively and promptly to any student concerns
Build and maintain positive and collaborative working relationships with parents
Make referrals to external agencies where appropriate
Demonstrate and promote an ongoing commitment to the mental health and wellbeing of students and
families
This team is made up of the following people:
Deputy Principal
School Psychologist
School Chaplain
School Officer
Classroom Teacher/s
EXTERNAL SERVICES
At Creaney the following External Services may be involved to support students:
DoE's Special Educational Needs Disabilities (SSEND)
o Learning Difficulties
o Behaviour and Engagement
o Sensory
o Medical and Mental Health
Language Development Centre (LDC)
Intensive Language Centre (ILC)
Primary Behaviour Centre (PBC)
Dyslexia Speld Foundation (DSF)
Paediatricians
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Speech Therapists
Occupations Therapists
Physiotherapist
School health nurse
Joondalup Child Development Services (JCDS)
Department for Child Protection and Family Support (DCPFS)
Child and Adolescent Mental Health Services (CAMHS)
Creaney Primary Education Support School (CESC)
SCHOOL SERVICES
At Creaney the following School Services may be involved to support students:
Chaplain Program
School Psychologist
Teaching Staff
Support Staff
School Health Nurse
Buz Rangers
SAER CHECKLIST/FLOWCHART
If you have identified a student as ‘at risk’ on the next pages is the necessary steps you need to take to complete that
identification process.
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PROCESS FOR STUDENT NEWLY IDENTIFIED AS BEING 'AT RISK'
Classroom Teacher or parent identifies a student as
having concerns
Check electronic Student
Record for history Ask previous teacher
about successful
strategies
Begin to gather
baseline data and
work samples
Contact parents and hold meeting regarding concerns
Request SAER Coordinator to be present if required
Update Student Record
Complete CAPS Student Screen
Consult SAER Coordinator
about concerns
Create a Documented Plan and
implement interventions and
make adjustments
Document on Student Record and
notify necessary staff, including
Specialists
SAER Coordinator for advice on
School Psychologist referral
SAER Coordinator to create
SAER folder and hold case
conference with parents,
psych, teachers and external
services and all stakeholders
create students' goals
School Psychologist
intervention
Are external services involved?
Do external services need to be
involved?
SAER Coordinator works with
parents to make referrals to
SSEND Consulting teacher, OT,
Speech Therapy, Paediatrician
where required
Review Documented Plan every
10 weeks (Week 5 of term) and
inform parents of progress.
Adjust plan as necessary
Collect reports from external
services. Give to SAER
Coordinator for inclusion in
SAER folder
Check buff folder for
Student Profile and
work samples
Referral to CAPS committee if
required
If there is no improvement
after 10 weeks
End of Year
Three-way handover of student notes (outgoing
teacher, incoming teacher, SAER Coordinator)
Referral to Chaplain if required
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Student Screen
This checklist is designed to be used by teachers to identify students at educational risk across the school. Once children are identified as ‘at educational risk’, teachers will make the necessary learning adjustments. Other staff will be consulted and/or involved as necessary and where appropriate. This checklist remains confidential with a copy retained in the student’s file.
Student: Click here to enter text. Date of Birth: Click here to enter text.
Year level: Click here to enter text. Parent/Caregiver: Click here to enter text.
Current teacher: Click here to enter text. Date Completed: Click here to enter a date. Aboriginal/ Indigenous
Choose an item.
Interpreter required
Choose an item. SEN Documented Plan
Choose an item. IBMP
Choose an item. Paediatrician
Choose an item.
School Psychologist Involvement
Choose an item.
Chaplain Involvement
Choose an item. Medical
Choose an item. Details: Click here to enter text.
Student Centred Funding Level
Choose an item.
Speech Therapist
Choose an item.
Occupational Therapist
Choose an item.
Physiotherapist
Choose an item.
Child Development Services
Choose an item.
DCPFS
Choose an item.
Mercycare
Choose an item.
Disability Census Level of Adjustment
Choose an item.
Disability Services (SEND)
Choose an item.
PBC
Choose an item.
CAMHS
Choose an item.
Other: Click here to enter text.
Are parents engaged with the school?
Choose an item.
Does the student have at least one good friend?
Choose an item.
Does the student actively participate in out of school activities/clubs/sport?
Choose an item.
Does the student have:
☐ poor attendance
☐ regular lateness
☐ none of the above
Key: 1 = NOT concerned 2 = SOMEWHAT concerned 3 = MOST concerned Emotions/Mood Signs 1 2 3 Comments
Overly withdrawn, quiet ☐ ☐ ☐ Click here to enter text. Doesn’t engage in class ☐ ☐ ☐ Click here to enter text. Appears pessimistic ☐ ☐ ☐ Click here to enter text. Reports feelings of failure or worthlessness ☐ ☐ ☐ Click here to enter text. Appears irritable ☐ ☐ ☐ Click here to enter text. Is easily frustrated ☐ ☐ ☐ Click here to enter text. Has worries/fears that interfere with friendships, school, play
☐ ☐ ☐ Click here to enter text.
Observable change in personality or behaviour ☐ ☐ ☐ Click here to enter text. Ongoing sadness lasting two weeks or more ☐ ☐ ☐ Click here to enter text. Has noticeable mood changes throughout the day ☐ ☐ ☐ Click here to enter text. Is easily distracted ☐ ☐ ☐ Click here to enter text. Struggles with transitions between activities ☐ ☐ ☐ Click here to enter text. Dreamy or unable to pay attention ☐ ☐ ☐ Click here to enter text. Academic Signs 1 2 3 Comments
Despite trying hard receives poor grades ☐ ☐ ☐ Click here to enter text. Noticeable decline in school work ☐ ☐ ☐ Click here to enter text. Poor attention to detail ☐ ☐ ☐ Click here to enter text. Careless errors in schoolwork ☐ ☐ ☐ Click here to enter text. Low interest in exploring class tasks ☐ ☐ ☐ Click here to enter text.
An Independent Public School
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Does not follow instructions or finish tasks ☐ ☐ ☐ Click here to enter text. Inability to stay focused on one thing ☐ ☐ ☐ Click here to enter text. Difficulty attending to individual work or class activities ☐ ☐ ☐ Click here to enter text. Becomes bored easily ☐ ☐ ☐ Click here to enter text. Afraid to participate in class or answer questions ☐ ☐ ☐ Click here to enter text. Communication/Social Skills 1 2 3 Comments
Spends most of their time alone ☐ ☐ ☐ Click here to enter text. Is hesitant to join play situations ☐ ☐ ☐ Click here to enter text. Tries to join in but does not easily interact ☐ ☐ ☐ Click here to enter text. Is clingy with parent or teacher ☐ ☐ ☐ Click here to enter text. Attempts to, or dominates, or dominates play ☐ ☐ ☐ Click here to enter text. Makes impulsive/inappropriate comments ☐ ☐ ☐ Click here to enter text. Barges into groups/games ☐ ☐ ☐ Click here to enter text. Difficulties socialising during unstructured activities ☐ ☐ ☐ Click here to enter text. Rarely shows consideration of others’ feelings ☐ ☐ ☐ Click here to enter text. Is kind to other children ☐ ☐ ☐ Click here to enter text. Is picked on or bullied by other children ☐ ☐ ☐ Click here to enter text. Gets along better with adults than other children ☐ ☐ ☐ Click here to enter text. Behaviour 1 2 3 Comments
Uncooperative in class/often non-compliant ☐ ☐ ☐ Click here to enter text. Does not follow school rules/defiant ☐ ☐ ☐ Click here to enter text. ‘Always on the go’, fidgeting or constantly moving around ☐ ☐ ☐ Click here to enter text. Demonstrates violent or aggressive behaviour ☐ ☐ ☐ Click here to enter text. Uses inappropriate language/threatens students ☐ ☐ ☐ Click here to enter text. Won’t attempt work/difficulties beginning or completing tasks
☐ ☐ ☐ Click here to enter text.
Plays too roughly/argues/doesn’t follow game rules ☐ ☐ ☐ Click here to enter text. ‘Acts silly’ to get attention/class clown ☐ ☐ ☐ Click here to enter text. Behaviour deteriorates with unfamiliar people ☐ ☐ ☐ Click here to enter text. Often engages in repetitive behaviour ☐ ☐ ☐ Click here to enter text. Rarely accepts responsibility for behaviour ☐ ☐ ☐ Click here to enter text. Physical/Personal Appearance 1 2 3 Comments
Has personal hygiene issues ☐ ☐ ☐ Click here to enter text. Has excessive sores/bruises/bites/cuts ☐ ☐ ☐ Click here to enter text. Appears to be, or reports being, tired ☐ ☐ ☐ Click here to enter text. Complains about feeling sick/headache ☐ ☐ ☐ Click here to enter text. Regularly fails to bring adequate lunch/recess ☐ ☐ ☐ Click here to enter text. Reports or exhibits poor appetite ☐ ☐ ☐ Click here to enter text.
Other concerns and issues Click here to enter text.
Further Information Click here to enter text.
Actions Comments
☐ No further action necessary Click here to enter text.
☐ Documented plan Click here to enter text.
☐ School based support (SAER Coordinator, Chaplain, Admin) Click here to enter text.
☐ School Psychology Services (through SAER Coordinator) Click here to enter text.
☐ Further information required from Click here to enter text.
☐ CAPS referral Click here to enter a date. Click here to enter text.
☐ Review Click here to enter a date. Click here to enter text.
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Request for School Psychologist Service
TEACHER FORM
PLEASE TICK THE BOXES BEFORE PROCEEDING FURTHER
Have you discussed your concerns with the SAER Coordinator? If ‘No’ please discuss your concerns before proceeding further.
Yes No
If you are concerned about this student’s academic progress or behaviour, have you developed and implemented an IEP/IBMP using SEN Planning tool? If ‘Yes’, please attach a copy of your IEP/IBMP. If ‘No’, please trial an IEP/IBMP for at least 5 weeks prior to referring this student. Do you require assistance with developing an IEP/IBMP?
Yes No
Yes No
NOTE: The following information is essential for ascertaining appropriate service and record keeping.
Incomplete forms may need to be returned.
STUDENT DETAILS
FULL NAME: ___________________________________________ D.O.B. ___________________________
ADDRESS: ______________________________________________________________________________
________________________________________________________________________________________
CAREGIVER(S) NAME(S):__________________________________________________________________
PHONE (H): ___________________ (W) ____________________ (MOB) ____________________________
REFERRING TEACHER DETAILS
TEACHER’S NAME: ___________________________________________ YEAR:_______________________
WHEN ARE YOU AVAILABLE TO DISCUSS THIS REQUEST? (Please specify DOTT or a best time)
1. CONCERNS: Complete all sections as appropriate.
A. Please tick the box. NOT concerned SOMEWHAT
concerned MOST concerned
LITERACY [Specify Aspect/s]
NUMERACY [Specify Aspect/s]
BEHAVIOUR [please specify]
SOCIAL[please specify]
An Independent Public School
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MENTAL HEALTH / EMOTIONAL [please specify]
B. If SOMEWHAT or MOST please specify if the following are of concern. If ‘Yes’, rate the statements
to follow by placing a tick in the correct column.
(i) General Work Habits Yes No Always Sometimes Never
Lacks motivation to learn or has poor self-esteem as a learner.
Takes a long time to complete classroom work or homework.
Takes a long time to get organised/start tasks.
Is slow to grasp concepts for year level; needs explicit teaching rather than [eg.] collaborative or investigative approaches.
Additional information [if required]:
(ii) Attention and Concentration Yes No Always Sometimes Never
Does not pay attention/listen to instructions most [>50%] of the time.
Is difficult to attract attention when focused on a task.
Appears to daydream.
Is easily distracted by background noise.
Learns better in individualised [1:1] settings than in a group.
Fatigues easily and Is tired at the end of the day.
Has a short attention span.
0-2 min
2-5 min
5-15 min
15-30 m
Additional information [if required]:
(iii) Listening Habits Yes No Always Sometimes Never
Does not listen carefully to instructions/requires instructions to be frequently repeated.
Is a poor auditory learner [ie. needs to have information presented visually as well as verbally].
Displays slow or delayed responses to verbal questions – needs additional ‘thinking time’ before responding.
Frequently mishears or misunderstands what is said.
Additional information [if required]:
(iv) Auditory/Working Memory Yes No Always Sometimes Never
Forgets what is said after a few minutes [short term auditory memory].
Has difficulty recalling what was said last week/month/year [long term auditory memory].
Does not remember simple routines from day to day.
Has difficulty recalling a sequence that has been heard [eg. recounts].
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Tends to copy other students rather than ask for help if unsure of a task.
Additional information [if required]:
(v) Social & Emotional Development Yes No
Consider age appropriate behaviour and developmental stages when answering.
Always Sometimes Never
Attachment and Connectedness: has a sense of worthiness, communicates feelings with words rather than actions, has healthy friendships, adheres to social norms, has empathy
Emotional Regulation: exhibits balance of emotions [ie. not overly sad, laughs, seems happy at times etc.], recognises emotions in others, willingness to comply with adult’s instructions, can cope with disappointments and setbacks. Controls emotions.
Identity and Autonomy: willing to take risks in learning and play, initiates activities and works hard to achieve goals, recognises and accepts own competencies and weaknesses, will persist with challenging tasks, engages in cooperative rather than competitive tasks.
Moral Development: recognises the rights of others, recognise right fro wrong, selects positive choices, recognises cause and effect, accepts responsibility for consequences, demonstrates conformity to teachers/peers/routines of the classroom and school.
Additional information [if required]:
(vi) Attendance Yes No Please circle number of absences to date.
Attendance is erratic, regular absences are effecting learning and academic achievement.
1 to 2 days/week
2 to 3 days/month
__days / term
__days / Sem
Additional information [if required]:
HAVE YOU DISCUSSED THESE CONCERNS WITH THE CHILD’S CAREGIVER?
(NB: Parents of Primary School aged students must be contacted prior to making request for service.)
(Please tick) Yes No
C. OTHER AGENCIES CURRENTLY OR PREVIOUSLY INVOLVED (IF KNOWN): (Please indicate if relevant)
OT Paediatrician
Speech Pathologist DSC
Physiotherapist DCP
Private Psych Other (specify)
D. OTHER RELEVANT INFORMATION (eg. medical, social, family background):
_________________________________________________________________________________
_
2. STRATEGIES ALREADY TRIED [attach description if in addition to attached IEP/IBMP].
3. DESIRED OUTCOMES OF THIS REQUEST FOR SERVICE:
_________________________________________________________________________________
_________________________________________________________________________________
________
(PLEASE SIGN)
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TEACHER: _________________________________________________________ DATE: __________
A/PRINCIPAL: ______________________________________________________ DATE: __________
SCHOOL PSYCHOLOGIST: ___________________________________________ DATE:
__________
(Psych. use only) DATE OF INITIAL CASE CONFERENCE:
__________________________________________________