CECV 2018 SWD Application Guidelines · Page 2 of 60 CECV Students with Disabilities Application...

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CECV Students with Disabilities Application Guidelines 2018

CRITICAL DATES

Applications for the 2018 Students with Disabilities (SWD) program for schools in

the Archdiocese of Melbourne, and the dioceses of Ballarat, Sale and Sandhurst,

close at midnight on the following dates:

Round 1 closing date

Ongoing, New and Review Applications FRIDAY 27 OCTOBER 2017

Round 2 closing date

New Applications FRIDAY 2 FEBRUARY 2018

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CECV SWD APPLICATIONS

These application guidelines are available on the Catholic Education Victoria Network (CEVN) website https://cevn.cecv.catholic.edu.au under Curriculum & Student Support / Student Services / SWD LNSLN Funding.

These application guidelines are also available to parents/guardians and external service providers via the Catholic Education Commission of Victoria Ltd (CECV) website www.cecv.catholic.edu.au under Publications.

Applications for Ongoing, New and Review students (if applicable) are to be completed online on the CEVN website under Curriculum & Student Support / Student Services / SWD LNSLN Programs.

Ongoing and Review applications must be submitted in Round 1. Please contact your diocesan

representative if submission of an application/s will be delayed as this will impact on the school’s Round 1 Indicative School Allocation.

Only online SWD applications are accepted.

Additional documents are not accepted post the closing of a round.

The original form and all associated documentary evidence relating to parental responsibility, guardianship or informal carer status must be retained by the school to demonstrate consent was appropriately given. A copy of the consent form and all attached documentary evidence must also be provided to the person(s) who have provided consent for the SWD application to be submitted.

In dealing with personal and sensitive information about individuals, the CECV is bound by the Australian Privacy Principles contained in the Privacy Act 1988 (Cth). In relation to health records, the CECV is also bound by the Health Records Act 2001 (Vic).

The CECV may, from time to time, review and update this Privacy Policy to take account of new laws and technology and changes to CECV operations and practices.

The Privacy Policy of the CECV provides advice regarding access and correction of personal information and can be accessed at http://www.cecv.catholic.edu.au/About-Us/Policies

https://cevn.cecv.catholic.edu.au/secure/CEVNLogin.aspx

http://www.cecv.catholic.edu.au/

https://cevn.cecv.catholic.edu.au/

http://www.cecv.catholic.edu.au/About-Us/Policies

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TABLE OF CONTENTS Page(s) Critical dates 2

CECV SWD Applications 3

Students with Disabilities (SWD) Overview 5

Key Reminders 5

Disability Categories

Chronic Health Impairment – criteria and documentation required 6

Physical Disability – criteria and documentation required 7

Hearing Impairment – criteria, documentation required and example audiogram 8

Vision Impairment – criteria and documentation required 9

Intellectual Disability – criteria and documentation required 10

Intellectual Disability – accepted cognitive assessments 11

Intellectual Disability (Global Developmental Delay) – criteria and documentation required 12

Social/Emotional Disorder (Autism Spectrum Disorder) – criteria and documentation required 13

Social/Emotional Disorder (Autism Spectrum Disorder) – accepted health professional documentation

14

Social/Emotional Disorders – criteria, documentation required and accepted health professional documentation

15

Severe Language Disorder – criteria and documentation required 16

Severe Language Disorder – providing evidence to rule out hearing loss and non–English speaking background or cultural factors

17

Severe Language Disorder – accepted language and cognitive assessments 18

Severe Language Disorder (Severe Developmental Verbal Dyspraxia) – criteria, documentation required and accepted assessment tools

19

Specialised request for therapy and equipment – which categories are eligible? 20

Specialised request for therapy – criteria and documentation required 20

Specialised request for equipment – criteria and documentation required 21

Other

Details of the Student program 22

Summary of the Students with Disabilities Process 23

Guidelines for conducting Program Support Groups 24-25

Privacy Policy 25

Technical

STEP 1: Create the SWD Online Data Transfer (SWD ODT) file STEP 2: (SAS) : Exporting the csv Data File Submission STEP 2: (SYNERGETIC): Exporting the csv Data File Submission STEP 3: Uploading a SWD Online Data Transfer (SWD ODT) file

26 27 28 29

Student search 30

Transferring funded students 31-34

Changing the disability category 35-36

Resources

Further enquiries 37

Resources to support student programs 38-40

Diagnosis that SWD does not fund 41

Frequently Asked Questions 41-50

References 50

Forms

SWD 2018 Form 1: Intellectual Disability 51-52

SWD 2018 Form 2: Severe Language Disorder (Speech Pathologist) 53-54

SWD 2018 Form 3: Severe Language Disorder (Psychologist) 55-56

SWD 2018 Form 4: Scope (Aust) Ltd 57-58

SWD 2018 Form 5: Parent of Student Transferring Consent Form 59

SWD 2018 Form 6: Application Transfer Consent Form 60

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STUDENTS WITH DISABILITIES OVERVIEW

The objective of the Students with Disabilities (SWD) program is to improve the learning outcomes of educationally disadvantaged students, particularly in literacy and numeracy.

For the purposes of determining eligibility a student with a disability is defined as ‘any student who has been assessed by a person with relevant qualifications as having an intellectual, sensory, physical, social or emotional impairment, or more than one of those impairments, to a degree that satisfies the CECV criteria’.

Where a student presents with comorbid (multiple) impairments, it is recommended that the Program Support Group (PSG) identifies a primary CECV funding category but that the student requirements for reasonable adjustments across all areas of impairment are clearly documented through specialist reports and throughout the student program. All documents relevant to the student should be submitted.

Students generally do not receive funding for a full-time learning support officer in a special school therefore it could not be reasonably expected that this is provided at a mainstream Catholic school.

Students with specific learning difficulties are not eligible to access SWD funding.

Schools are accountable for the use of SWD funds and any related audit processes. These funds must be used in accordance with the SWD guidelines to support the program for eligible students or to upskill teachers providing the educational program.

Key Reminders

Schools are required to complete the online application process for all eligible students (Ongoing, New and Review). The submission of SWD applications can be completed online via the CEVN website under Data & Surveys / SWD/LNSLN Funding. Only online SWD applications are accepted. If a student program is not attached, the application will automatically be deemed ineligible.

All students deemed eligible within the SWD program will require a review at some point post their initial assessment. Therefore, some students in Years 9, 10, 11 and 12 in 2017 may require a review assessment. Review years are indicated on the funding outcome notification following Rounds 1 and 2.

Secondary schools are responsible for organising the relevant assessments that may be required to support an application to the Victorian Curriculum Assessment Authority (VCAA) for Special Provision. For more information, go to www.vcaa.vic.edu.au/vce/exams/specialprovision/specialprovision.aspx

It is the responsibility of the school in which the student will be enrolled in 2018 to submit an application.

If a student is transferring to another school it is the responsibility of the school that the student is currently attending in 2017 to arrange for any required review assessments and to electronically transfer documents to the new school. For students transferring from one Catholic school to another, it is the responsibility of the previous school to confirm the student is no longer enrolled, and for the new school to submit an application. Transfer forms are located on the CEVN website under Data & Surveys / SWD/LNSLN Funding.

For each application, it is the school’s responsibility to state whether a student will be in full-time or part-time attendance. If the student is attending on a part-time basis please state the Full-Time Equivalent (FTE) and the other school/setting that the student will be attending. Payments to schools for part-time enrolments will be pro rata based upon February Census data.

It is strongly advised that applications for all known students be submitted in Round 1.

All applications must be printed and signed by school staff and parents/guardians before submission. The school is responsible for appropriately filing and storing signed documentation.

Please ensure that there are no photographs of students within the application documentation.

http://cevn.cecv.catholic.edu.au/DataSurveys.aspx?id=19566


http://www.vcaa.vic.edu.au/vce/exams/specialprovision/specialprovision.aspx


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CHRONIC HEALTH IMPAIRMENT – CRITERIA

A medical specialist has provided evidence of each of the following criteria points:

a significant health impairment that may require regular paramedical support

absences from school directly related to the chronic health impairment and its management

an impairment that significantly impacts on the student’s learning and their ability to access the curriculum necessitating substantial/extensive adjustments as specifically evidenced in the medical specialist report/statement.

CHRONIC HEALTH IMPAIRMENT – DOCUMENTATION REQUIRED

NEW / REVIEW APPLICATIONS ONGOING APPLICATIONS

□ A signed and dated report written by a medical specialist (completed within 12 months of the Round 1 submission date). A general practitioner or allied health professional is not considered a medical specialist.

□ School data regarding absenteeism directly related to the chronic health impairment.

□ Student program.

□ Medical Management Plan (where relevant).

□ If required, specialised requests for therapy documentation.

□ If required, request for equipment documentation.





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PHYSICAL DISABILITY – CRITERIA

A medical specialist has provided evidence of each of the following criteria points:

a physical disability, whereby a student may be ambulatory, but mobility is generally restricted

that the physical disability significantly impacts on the student’s learning and their ability to access the curriculum necessitating substantial/extensive adjustments to the curriculum for accessing schooling

that treatment/management of the disability includes regular monitoring and other paramedical professional support (i.e. physiotherapy).

PHYSICAL DISABILITY – DOCUMENTATION REQUIRED


□ A signed and dated report written by a medical specialist (completed within 12 months of the Round 1 submission date). A general practitioner or allied health professional is not considered a medical specialist.









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HEARING IMPAIRMENT – CRITERIA

An audiologist has provided evidence of the following:

a permanent, bilateral (both ears) hearing loss that is moderate, severe or profound (i.e. 40 decibels or greater averaged across the frequencies of 500Hz, 1000 Hz and 2000 Hz).*

HEARING IMPAIRMENT – DOCUMENTATION REQUIRED

NEW APPLICATIONS REVIEW APPLICATIONS ONGOING APPLICATIONS

□ A signed and dated audiogram conducted by an audiologist (completed within 12 months of the Round 1 submission date).

□ Original audiograms for new applications on behalf of students who have a cochlear implant(s).



□ A signed and dated audiogram conducted by an audiologist (completed within 12 months of the Round 1 submission date).

□ Original audiograms for review applications on behalf of students who have a cochlear implant(s).





* To determine whether the student’s hearing loss is equal to or greater than 40 decibels, identify the decibel level for each ear at 500Hz, 1000Hz and 2000Hz. Add all six readings and divide by six. If the averaged hearing level indicates a decibel reading of 40 or more, the student meets the CECV SWD Hearing Impairment criteria.

Example Audiogram (unaided) (Adapted from Australian Hearing 2013):

Frequency Hz (pitch of sound)

Lou

dn

ess

dB

(h

eari

ng

leve

l)

With a permanent, bilateral hearing loss that is greater than 40dB when averaged across the frequencies, this student would meet the criteria for CECV SWD Hearing Impairment.

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VISION IMPAIRMENT – CRITERIA

An ophthalmologist or Educational Vision Assessment Clinic has provided evidence of the following:

a student has a bilateral vision loss and is legally blind (visual acuity is less than 6/60 with corrected vision) or visual fields are reduced to a measured arc of less than 10 degrees.

VISION IMPAIRMENT – DOCUMENTATION REQUIRED


□ A signed and dated assessment report completed by an ophthalmologist or Educational Vision Assessment Clinic (completed within 12 months of the Round 1 submission date).





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INTELLECTUAL DISABILITY – CRITERIA

A psychologist has provided evidence of each of the following criteria points:

cognitive functioning, which is demonstrated by a full-scale score of two standard deviations or more below the mean score (i.e. equal to or less than 70) on a standardised individual test of general intelligence

significant deficits in adaptive behaviour, established by a composite score of two standard deviations or more below the mean (i.e. equal to or less than 70) on an approved standardised test of adaptive behaviour

a history and an ongoing problem with an expectation of continuation during the school years.

INTELLECTUAL DISABILITY – DOCUMENTATION REQUIRED


□ A signed and dated report written by a registered psychologist (completed within two years of the Round 1 submission date).

□ CECV Form 1 Intellectual Disability to be signed and dated by a registered psychologist.

□ For students who have dual enrolment, a letter (dated within the last 12 months) confirming their dual enrolment, category, level of funding and review year is required from the principal of the special school.

□ For students who have a diagnosis of Down Syndrome, a report from a paediatrician stating this diagnosis and/or a recent cognitive assessment is required. To assist with programming and planning future pathways for the student, it is a requirement that a cognitive assessment occurs at review.


□ Behaviour Support Plan (where behaviour concerns are noted in the student program).



□ For students who have dual enrolment, a letter (dated within the last 12 months) confirming their dual enrolment, category, level of funding and review year is required from the principal of the special school.

□ For students who have a diagnosis of Down Syndrome, it is a requirement that a cognitive assessment has occurred at review to assist with programming and planning future pathways for the student.





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INTELLECTUAL DISABILITY – ACCEPTED COGNITIVE ASSESSMENTS

It is the psychologist’s responsibility to adhere to standardised diagnostic procedures and guidelines consistent with the professional code of practice.

Accepted cognitive tests:

* Wechsler Preschool and Primary Scale of Intelligence: Fourth Edition Australian Standardised Edition (WPPSI-IV)

* Wechsler Intelligence Scale for Children: Fourth Edition Australian Standardised Edition (WISC-IV) (for 2018 program year only)

* Wechsler Intelligence Scale for Children: Fifth Edition Australian Standardised Edition (WISC-V)

* Stanford-Binet Intelligence Scale: Fifth Edition

* Wechsler Adult Intelligence Scale: Fourth Edition Australian and New Zealand Language Adapted Edition (WAIS-IV).

Please note that the Wechsler Preschool and Primary Scale of Intelligence: Third Edition (WPPSI-III) is not accepted.

Please note that the Wechsler Non-Verbal Scale of Ability (WNV) is designed for use with individuals of diverse cultural and/or linguistic backgrounds. It may be considered as an alternative to the Wechsler Intelligence Scale for Children where a valid measure of verbal ability is not possible. The total profile of the student, including the results of the WNV, will be considered by the committee in making any determination regarding clear evidence of eligibility according to the criteria for the relevant category.

Please note that an assessment conducted in the student’s first language is only appropriate where formal assessment tools designed and normed in that language are used and the student has only limited exposure to English. If a student is being assessed in their first language, it is deemed inappropriate to use a translated version of an English assessment tool (Bedore & Peña 2008).

Accepted Adaptive Behaviour Assessments:

* Vineland Adaptive Behaviour Scales: Third Edition (Vineland-3)

* Vineland Adaptive Behaviour Scales: Second Edition (Vineland-II) (for 2018 program year only)

* Adaptive Behaviour Assessment System: Second Edition (ABAS-II).

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INTELLECTUAL DISABILITY (GLOBAL DEVELOPMENTAL DELAY) – CRITERIA

Please note this only applies to students entering Foundation in 2018.

A paediatrician has provided evidence of each of the following criteria points:

a confirmed diagnosis of global developmental delay

that the impairment significantly impacts on the student’s learning and their ability to access the curriculum necessitating substantial/extensive adjustments.

INTELLECTUAL DISABILITY (GLOBAL DEVELOPMENTAL DELAY) – DOCUMENTATION REQUIRED

NEW APPLICATIONS REVIEW – Must meet ID criteria at review. ONGOING APPLICATIONS

□ A signed and dated report written by a paediatrician (completed within two years of the Round 1 submission date).

□ In place of CECV Form 1 Intellectual Disability, upload the paediatrician’s report twice.









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SOCIAL/EMOTIONAL DISORDER (AUTISM SPECTRUM DISORDER – ASD) – CRITERIA NEW AUTISM SPECTRUM DISORDER (ASD) APPLICATIONS A minimum of two health professionals are required.

1. A senior clinician has provided a clear diagnostic statement of ASD that refers to the criteria of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V) or the International Classification of Diseases (ICD) (including recommendations to support programming).

2. A second health professional (of different discipline, please refer to page 14) that supports the diagnostic profile.

Both health professionals must provide supporting evidence that supports the diagnostic profile:

information regarding the clinical assessment tools used (e.g. Autism Diagnostic Observation Schedule (ADOS), Autism Diagnostic Interview (ADI), cognitive assessment, oral language assessment, pragmatic language assessment, sensory profiles)

that the impairment significantly impacts on the student’s learning and their ability to access the curriculum, necessitating substantial/extensive adjustments to the curriculum.

REVIEW ASD APPLICATIONS A registered psychologist, paediatrician or psychiatrist (please refer to page 14) has provided a behavioural assessment report/statement that includes evidence of each of the following criteria points:

a reconfirmation diagnostic statement of ASD that refers to the criteria of the DSM-V or ICD (including recommendations to support programming)

evidence that the impairment significantly impacts on the student’s learning and their ability to access the curriculum necessitating substantial/extensive adjustments to the curriculum.

SOCIAL/EMOTIONAL DISORDER (AUTISM SPECTRUM DISORDER) – DOCUMENTATION REQUIRED


□ Two signed and dated diagnostic reports/statements (completed within two years of the Round 1 submission date).



□ A signed and dated report written by a registered psychologist, psychiatrist or paediatrician (completed within two years of the Round 1 submission date).

□ Original diagnostic report(s).





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SOCIAL/EMOTIONAL DISORDER (Autism Spectrum Disorder – ASD) – ACCEPTED HEALTH PROFESSIONAL DOCUMENTATION

New Social/Emotional – ASD Applications Review Social/Emotional – ASD Applications

For New social/emotional ASD applications, documentation from a minimum of two health professionals (of different disciplines) is required.

Option A: This may include either two of the following:

* psychiatrist

* paediatrician

* registered psychologist

OR

Option B: One of the above and one of the following allied health professionals:

* speech pathologist

* occupational therapist.

Please note for new ASD applications where the original diagnostic reports are

outside the dates considered current (i.e. completed before 27 October 2015), only one current behaviour statement from either a psychiatrist, paediatrician or registered psychologist that addresses the ‘review ASD criteria’ is required, along with the original diagnostic reports.

For Review social/emotional ASD applications, documentation from one of the following is required:

* psychiatrist

* paediatrician

* registered psychologist.

Please note that registered psychologists employed by the school cannot make a diagnosis on their own. Supporting documentation from an external professional, of a different discipline, is required.

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SOCIAL/EMOTIONAL DISORDERS (e.g. oppositional defiant disorder) – CRITERIA

A minimum of two health professionals (of different disciplines, please refer below) have provided evidence of each of the following criteria points:

a clear diagnostic statement of a social/emotional disorder that refers to the criteria of the DSM-V or ICD (including recommendations to support programming)

that the impairment is significantly impacting on the student’s learning and their ability to access the curriculum necessitating substantial/extensive adjustments.

SOCIAL/EMOTIONAL DISORDERS – DOCUMENTATION REQUIRED


□ Two signed and dated diagnostic assessment reports/statements of the diagnosis (completed within two years of the Round 1 submission date).



□ Two signed and dated diagnostic assessment reports/statements of the diagnosis (completed within two years of the Round 1 submission date).

□ Original diagnostic report(s).





SOCIAL/EMOTIONAL DISORDERS – ACCEPTED HEALTH PROFESSIONAL DOCUMENTATION

New/Review Social/Emotional Disorders

For New/Review social/emotional other applications, documentation from a minimum of two health professionals (of different disciplines) is required.

Option A: This may include either two of the following:

* psychiatrist

* paediatrician

* registered psychologist

OR

Option B: One of the above and one of the following allied health professionals:

* general practitioner

* registered mental health nurse practitioner (psychiatric nurse practitioner).

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SEVERE LANGUAGE DISORDER – CRITERIA

A diagnosis of severe language disorder is determined by a speech pathologist (who is eligible for membership with Speech Pathology Australia) and a registered psychologist.

The speech pathologist has provided evidence of each of the following criteria points:

a severe, specific receptive and/or expressive oral language disorder with results of two standard deviations or more below the mean score (i.e. equal to or less than 70) on a standardised oral language assessment

evidence that the oral language results cannot be accounted for by hearing loss

evidence that the oral language results cannot be accounted for by non–English speaking background or cultural factors. The registered psychologist has provided evidence of each of the following criteria points:

average non-verbal reasoning ability (i.e. equal to or greater than 85)

evidence that social/emotional factors do not significantly contribute to the severe language disorder (i.e. trauma or anxiety).

Please note where there is a confirmed diagnosis of ASD, an application under Social/Emotional – ASD is strongly recommended.

SEVERE LANGUAGE DISORDER – DOCUMENTATION REQUIRED


□ A signed and dated report written by a speech pathologist (completed within two years of the Round 1 submission date).

□ A signed and dated report written by a psychologist (completed within two years of the Round 2 submission date).

□ CECV Form 2 Severe Language Disorder completed by a speech pathologist (where possible).

□ CECV Form 3 Severe Language Disorder completed by a psychologist (where possible).



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SEVERE LANGUAGE DISORDER – PROVIDING EVIDENCE TO RULE OUT HEARING LOSS and NON-ENGLISH SPEAKING BACKGROUND or CULTURAL FACTORS

The following factors need to be considered when providing evidence that results cannot be accounted for by a hearing loss and/or by non-English speaking background or cultural factors:

* evidence of a hearing screening or formal audiological assessment (the speech pathologist should reflect on how recent this screening/assessment has occurred and whether a review assessment is required)

* length of exposure to English and language use in the home environment

* student experienced significant language delay in a monolingual environment

* results from dynamic assessment processes (monitoring of progress following targeted teaching sessions)

* student’s Basic Interpersonal Communication Skills (BICS) versus Cognitive Academic Language Proficiency (CALP). It is expected that in the general English as an additional language/dialect (EAL/D) population, it takes five to nine years for CALP to progress to the same level as English-only speaking peers, whereas BICS usually develops within two years (Cummins 2008).

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SEVERE LANGUAGE DISORDER – ACCEPTED LANGUAGE AND COGNITIVE ASSESSMENTS

It is the responsibility of the speech pathologist and the psychologist to adhere to standardised test administration procedures and guidelines.

Please note that an assessment conducted in the student’s first language is only appropriate where formal assessment tools designed and normed in that language are used and the student has only limited exposure to English. If a student is being assessed in their first language, it is deemed inappropriate to use a translated version of an English assessment tool (Bedore & Peña 2008).

ACCEPTED LANGUAGE ASSESSMENTS ACCEPTED COGNITIVE ASSESSMENTS

* Clinical Evaluation of Language Fundamentals: Fifth Edition, Australian and New Zealand (CELF-5 Australian)

* Clinical Evaluation of Language Fundamentals: Fourth Edition, Australian Standardised Edition (CELF-4 Australian)

* Clinical Evaluation of Language Fundamentals – Preschool: Second Edition, Australian and New Zealand Standardised Edition (CELF-P2 Australian and New Zealand)

* Test of Language Development – Primary: Fourth Edition (TOLD-P:4)

* Test of Language Development – Intermediate: Fourth Edition (TOLD-I:4)

* Test of Early Language Development: Third Edition (TELD-3)

* Preschool Language Scale: Fifth Edition, Australian and New Zealand Language Adapted Edition (PLS-5)

* Preschool Language Scale: Fourth Edition, Australian Language Adapted

* Reynell Developmental Language Scales: Third Edition (RDLS III)

* The New Reynell Developmental Language Scales (NRDLS)

* Wechsler Preschool and Primary Scale of Intelligence: Fourth Edition Australian Standardised Edition (WPPSI-IV) (please note that the nonverbal ancillary index score is to be reported)

* Wechsler Intelligence Scale for Children: Fourth Edition Australian Standardised Edition (WISC-IV) (for 2018 program year only)

* Wechsler Intelligence Scale for Children: Fifth Edition Australian Standardised Edition (WISC-V) (please note that the nonverbal ancillary index score is to be reported)

* Stanford-Binet Intelligence Scale: Fifth Edition

* Wechsler Adult Intelligence Scale: Fourth Edition Australian and New Zealand Language Adapted Edition (WAIS-IV)

Please note that the Wechsler Preschool and Primary Scale of Intelligence: Third Edition (WPPSI-III) is no longer accepted.

The use of the Wechsler Non-Verbal Scale of Ability (WNV) is designed for use with individuals of diverse cultural and/or linguistic backgrounds. It may be considered as an alternative to the WISC-IV where a valid measure of verbal ability is not possible. The total profile of the student, including the results of the WNV, will be considered by the committee in making any determination regarding clear evidence of eligibility.

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SEVERE LANGUAGE DISORDER (SEVERE DEVELOPMENTAL VERBAL DYSPRAXIA) – CRITERIA

The speech pathologist has provided a detailed report that includes evidence of each of the following criteria points:

confirms a diagnosis of severe developmental verbal dyspraxia

includes full assessment results, describes the degree of severity (i.e. severe range), details of the features of dyspraxia with which the student presents and severity of its impact within a conversational context and on literacy development

that the student presents with severely unintelligible conversational speech (please include quantitative data)

that the impairment has a significant impact on their learning, necessitating significant adjustments to curriculum and regular allied health support/requirements.

SEVERE LANGUAGE DISORDER (SEVERE DEVELOPMENTAL VERBAL DYSPRAXIA) – DOCUMENTATION REQUIRED


□ A signed and dated report written by a speech pathologist (completed within two years of the Round 1 submission date).

□ CECV Form 2 Severe Language Disorder completed by a speech pathologist indicating that the application is for severe developmental verbal dyspraxia (DVD) (where possible).


Please note an assessment by a psychologist is not required for a severe DVD application however the SWD online application can only be submitted with a document labelled ‘psychology report’. Please upload the speech pathology report twice.


SEVERE LANGUAGE DISORDER (SEVERE DEVELOPMENTAL VERBAL DYSPRAXIA) – ACCEPTED ASSESSMENT TOOLS

Evidence to support a diagnosis of Severe Developmental Verbal Dyspraxia will include the use of appropriate assessment tools such as:

* Kaufman Speech Praxis Test (KSPT)

* Verbal Motor Production Assessment for Children (VMPAC)

* The Apraxia Profile.

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SPECIALISED REQUEST FOR THERAPY AND EQUIPMENT – WHICH CATEGORIES ARE ELIGIBLE?

CATEGORY THERAPY EQUIPMENT

Chronic Health Impairment Eligible for therapy Eligible for equipment

Physical Disability Eligible for therapy Eligible for equipment

Hearing Impairment Not eligible for therapy Eligible for equipment

Vision Impairment Not eligible for therapy Eligible for equipment

Intellectual Disability Not eligible for therapy Not eligible for equipment

Social/Emotional Disorder Not eligible for therapy Not eligible for equipment

Severe Language Disorder Not eligible for therapy Not eligible for equipment

SPECIALISED REQUEST FOR THERAPY – CRITERIA (CHRONIC HEALTH IMPAIRMENT AND PHYSICAL DISABILITY CATEGORIES ONLY)

A medical specialist, physiotherapist or occupational therapist has provided evidence of the following:

that physiotherapy and/or occupational therapy support is an integral component of their submitted student program.

Where the request is for speech pathology services, a medical specialist, physiotherapist, occupational therapist or speech pathologist has provided evidence:

that the student with a physical disability requires augmentative and/or alternative means of communication.

SPECIALISED REQUEST FOR THERAPY – DOCUMENTATION REQUIRED


□ A signed and dated letter of endorsement written by a medical specialist, physiotherapist or occupational therapist (completed within 12 months of the Round 1 submission date). A general practitioner is not considered a medical specialist.

□ CECV Form 4 Scope completed by a Scope physiotherapist or occupational therapist.

□ CECV Form 4 Scope completed by a Scope physiotherapist or occupational therapist.

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SPECIALISED REQUEST FOR EQUIPMENT – CRITERIA (CHRONIC HEALTH IMPAIRMENT, PHYSICAL DISABILITY, VISION IMPAIRMENT AND HEARING IMPAIRMENT CATEGORIES ONLY)

A specified allied health professional or visiting teacher has provided evidence of the following:

that the requested piece(s) of equipment is an integral component of the submitted student program.

SPECIALISED REQUEST FOR EQUIPMENT – DOCUMENTATION REQUIRED

NEW / REVIEW / ONGOING

Chronic Health Impairment/Physical Disability

□ A signed and dated statement endorsing the equipment written by a Visiting Teacher (Chronic Health/Physical Disability), physiotherapist, an occupational

therapist, a speech pathologist, or ComTEC (completed within 12 months of the Round 1 submission date).

□ Current quotes for each piece of equipment requested.

Vision Impairment

□ A signed and dated statement endorsing the equipment written by a Visiting Teacher (Vision Impaired) or Vision Australia (completed within 12 months of the

Round 1 submission date).


Hearing Impairment □ A signed and dated statement endorsing the equipment written by a Visiting Teacher (Hearing Impaired) or an audiologist (completed within 12 months of the

Round 1 submission date).


PLEASE NOTE

* Only pieces of equipment valued at or greater than $300.00 will be considered.

* Approved costs do not include GST, cost of delivery/installation/maintenance and/or capital works.

* Equipment requests are to be submitted individually on the equipment tab if requesting more than one piece of equipment.

* iPads and standard laptops are no longer considered ‘specialised equipment’.

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DETAILS OF THE STUDENT PROGRAM

A student program (along with a medical management plan and/or behaviour support plan (where concerns are referred to in the student program) must be attached to every submission (Ongoing, New and Review) for schools to receive financial support. If a student program is not attached, the application will automatically be deemed ineligible. The CECV SWD Committee recommends the provision of supplementary strategic funding to support school programs for students with diverse learning needs (disabilities). This strategic funding is to enable students to fully access the curriculum and improve participation and outcomes. The student program submitted by the Program Support Group (PSG) should outline curriculum objectives consistent with the principles outlined in state and national curriculum guidelines.

The student program should include the following (recommended presentation of this is in the form of a personalised learning plan):

1. Student’s key learning achievements and challenges for 2017.

2. Key annual goals for 2017–2018 SWD funding period, which will improve participation, based on a

personalised learning plan and/or behaviour support plan (primary/secondary) or personalised pathways plan (secondary).

3. Short term goals are a sub-goal of the long term goal and are in response to the student’s entry level and desired outcome.

Short term goals for Term 4, 2017 (applicable to Round 1 applications)

OR

Short term goals for Term 1, 2018 (applicable to Round 2 applications).

4. Document the adjustments, supports and learning activities for the implementation of the short term goals.

5. In order to evaluate the short term goals, outline what evidence (e.g. data) of student achievement and state the degree of improvement in performance (i.e. summative and formative assessment information, including standardised assessments) has been determined by the Program Support Group to be used.

Points to consider:

From Year 4, programs developed should increasingly consider the needs of the student in transition to secondary school.

Programs for secondary students should increasingly consider post-school pathway plans (Personalised Learning Plans).

For Ongoing applications for students whose program needs have significantly changed, or where there is a change of category, schools should submit a new application with supporting documentation from the relevant specialist. These applications are to be submitted with the Round 1 New and Review Applications.

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SUMMARY OF THE STUDENTS WITH DISABILITIES PROCESS

STEP ACTION

1 • New student enrols and at the enrolment interview it is determined that the student may be eligible for SWD funding. Administrative person/registrar to upload an SWD ODT file onto CEVN.

Pro

gram

Su

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ort

Gro

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(P

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n f

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t.

2 • For new/current student - Program Support Group (PSG) established and existing documentation reviewed as well as establishing a personalised learning plan (PLP).

3 • For new/review applications - Further assessment occurs if necessary. This may be through a referral to the regional office or obtained by the family through external health professionals.

4 • For new/review/ongoing applications - PSG meets to assess eligibility and reviews PLP.

5 • Consent - Parents/guardians provided with the consent form and all attached documentary evidence to review before signing the consent form and PLP. A copy of the consent form and all attached documentary evidence is then provided to the parents/guardians.

• Submit applications Round 1 – all ongoing/review and known new applications.

• Submit applications Round 2 – new and resubmitted applications only.

6 • CECV SWD Committee gathers to assess all submitted applications in that Round. This process consists of 3 stages and involves approximately 70 members.

• Ineligible applications - School Principals notified of ineligible applications via email. If deemed ineligible in Round 1, schools have the opportunity to resubmit (with all documentary evidence) in Round 2. The CECV SWD Committee is not able to accept resubmissions or late applications post Round 2.

• Post Round 1 - School Principals are advised via COMS to download their CECV SWD Accepted (Eligible) Indicative, Therapy and Equipment Reports from CEVN.

• Post Round 2 – Schools are advised via COMS to download their Accepted (Eligible) Census list via CEVN and to notify CECV of any student movements via [email protected].

• Post February Census - School Principals are advised via COMS to download their CECV SWD Accepted (Eligible) Confirmed and Final Allocation, Therapy and Equipment Reports from CEVN.

• Approved equipment requests -Schools to forward signed copies of the Equipment Report and receipts to Catholic Education Melbourne by the end of Term 2 to ensure that schools are reimbursed.

• Approved therapy requests – Scope therapists contact schools directly.

7 • PSG processes continue throughout the year.

• Review years – schools to take note of upcoming review applications.

• New Application Guidelines – schools to download new application guidelines and attend SWD regional briefings.

mailto:[email protected]

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GUIDELINES FOR CONDUCTING PROGRAM SUPPORT GROUPS

The education of each student in a Catholic school is a partnership between parents, as the first educators of the child, and the school to whom they entrust their child. As the active engagement of parents is critical to each student’s wellbeing and learning, Catholic schools aim to create welcoming environments where schools are core community centres.

Effective communication between home and school is essential for developing and maintaining a positive partnership. This partnership is of critical importance when planning programs for students with diverse learning needs. For these students, formal communication takes place through regular Program Support Group meetings. A Program Support Group (PSG) may also be referred to as a Student Support Group (SSG) www.education.vic.gov.au/Documents/school/teachers/teachingresources/diversity/studentsupportguidelines2013.pdf.

In planning for a Program Support Group meeting, schools will have followed the steps outlined in the CECV Intervention Framework 2015 available on the CECV website www.cecv.catholic.edu.au under Publications, and have worked through the processes of Identification, Assessment and Analysis, and Interpretation. They will be ready to commence specific planning for the Learning and Teaching stage. At the Learning and Teaching stage, schools will have identified students with diverse learning needs and will be in the process of planning and documenting ‘where to next’ for this student.

A Program Support Group consists of:

parent(s)/guardian(s)/carer(s) of the student

advocate for the parent(s)/guardian(s)/carer(s) where nominated by them

student’s teacher(s) or nominated responsible teacher(s) (secondary)

principal or nominee (to act as chairperson)

student (where appropriate)

invited consultants to the PSG (e.g. psychologists, speech pathologists, occupational therapists, physiotherapists, school advisers and visiting teachers).

The aims of a Program Support Group are to:

ensure that those with the most knowledge of, and responsibility for, the student work together to establish shared goals for the student’s educational future

plan reasonable adjustments for the student to access the curriculum and participate in their education

provide educational planning that is ongoing throughout the student’s school life

monitor the progress of the student.

In order to achieve these aims the Program Support Group will:

identify the student’s progress

determine any adjustments to be made to the curriculum

plan an appropriate educational program

plan for appropriate adjustments (e.g. extracurricular activities)

develop a Personalised Learning Plan

discuss the plan with teachers and provide support to implement it

provide advice to the principal concerning the diversity of educational needs of the student and the types of resources required to meet these needs

review and evaluate the student’s program at least once per term, and at other times

http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/diversity/studentsupportguidelines2013.pdf

http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/diversity/studentsupportguidelines2013.pdf

http://www.cecv.catholic.edu.au/getmedia/9f88e0b6-43a4-4222-923c-93f1432aa544/CECV-Intervention-Framework.aspx?ext=.pdf


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if requested by any member of the group.

Note: Teachers will continually review and evaluate the student’s program in light of student progress and report this via the PSG at least once a term.

By the end of the PSG meeting there should be a written summary or plan of agreed actions. These should include the issue, the action, the person responsible and when the action is to be completed. In addition:

agreed actions should be read back to the group at the end of the meeting

For example:

Issue Agreed Actions Person Responsible Date

all members of the group should receive a copy of the minutes.

Program development should comply with relevant legislative guidelines such as the Disability

Discrimination Act (1992), Disability Standards for Education (2005), Victorian Equal Opportunity Act

(2011), Ministerial Order No. 870 (Child Safe Standards) and CECV policies.

It is recommended that the Student Support Group Guidelines document published by the

Department of Education and Training (DET) be utilised as a detailed reference in this area

www.education.vic.gov.au/Documents/school/teachers/teachingresources/diversity/ssgguidelines.

docx.

Note this document is updated regularly.

Another resource covering this area is Positive Education Planning: Supporting children with a

disability in Victorian government primary schools (3rd Edition 2015)

www.education.vic.gov.au/Documents/school/teachers/teachingresources/diversity/ssgguidelines.

docx.

PRIVACY POLICY

Details regarding the latest privacy policy can be accessed via www.cecv.catholic.edu.au/ privacy.htm If you would like further information about the way the CECV manages the personal information it holds, please contact:

Executive Director Catholic Education Commission of Victoria Ltd (CECV) PO Box 3 EAST MELBOURNE VIC 8002 Telephone: (03) 9267 0228 Email: [email protected]

http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/diversity/ssgguidelines.docx




http://www.cecv.catholic.edu.au/privacy.htm

http://www.cecv.catholic.edu.au/privacy.htm


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STEP 1: CREATE THE SWD ONLINE DATA TRANSFER (SWD ODT) FILE

Online SWD funding applications require an Online Data Transfer (ODT) to be uploaded. An application cannot be commenced until the student data process is successfully completed. The student data process is managed by the administration staff in a school and is a similar process to that undertaken for the census. Please refer to the ODT User Guide 2017 via the CEVN website under Data & Surveys then select Data File Transfer (ODT) for instructions.

You will need to complete the following steps when applying for funding for students: 1. Ensure that the student is registered in the school’s administration system (e.g. SAS,

Synergetic, MAZE) as a current or prospective student.

2. Produce the SWD file from the school’s administration system (e.g. SAS, Synergetic, MAZE) and then upload it via the CEVN website https://cevn.cecv.catholic.edu.au under Data & Surveys. The SWD / LNSLN Student File link, can be found under the section ‘LNSLN Data File Transfer’.

3. Complete and submit the 2018 online application before the closing date.

Each school administration package has its own set of rules to follow in order for the student to appear, e.g. SAS schools trying to load up new SWD student applications need to do the following:

1. Make sure the commencement year for the student is next year.

2. Set the enrolment status of the student to ‘Accept’. The ‘Accept’ option is located in the ‘People / Enrolments / Status’ tab.

3. Tick the ‘Apply for Services Funding’ option on the ‘More’ tab.

4. Select ‘Integration’ on the ‘Census’ tab (if using SAS). For further assistance, contact the school administration software supplier or the ICT Helpdesk on (03) 9267 0422 for CEVN support. Note: The SWD ODT File (csv data file) is used for both prospective students and those who are currently at the school and applying for funding for the first time.

Ineligible Round 1 Applications can be resubmitted in Round 2 as a complete application but they must contain new and relevant information (uploaded) to assist in determining eligibility.

Note: For students transferring from one Catholic school to another – it is the responsibility of the previous school to complete the SWD online transfer requirements and for the new school to submit an application. Refer to the online tutorial regarding student transfers available on the CEVN website under Curriculum & Student Support / Student Services / SWD Program.

For students transferring from one Catholic school to another between Rounds 1 and 2 – it is the responsibility of the previous school to complete the application transfer consent form (SWD online). Refer to the online tutorial regarding student transfers available via the CEVN website under Curriculum & Student Support / Student Services / SWD Program.



http://cevn.cecv.catholic.edu.au/DataSurveys.aspx



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STEP 2 (SAS): EXPORTING THE csv FILE DATA SUBMISSION

The SWD Data Submission (csv data file) exports only the current and prospective students with the ‘Apply

for services/funding’ field ticked on the ‘More’ tab of their student or enrolment record.

Prospective students are children who are not currently attending your school but who will be students at

your school next year e.g. confirmed enrolments.

Be sure to complete the following details before you export the csv data file.

Contents of File

The fields exported for the SWD Data Submission are listed below grouped according to their

location in SAS2000, not the order they will appear in the export files.

Student Details

‘People > Students’

Student First Name

Student Middle Name

Student Last Name

Gender

Year Level

Date of Birth

Campus (if applicable)

‘People > Students > More’ tab

Started at School (date)

Student Number (in the ‘Numbers’ section)

VSN (in the ‘Numbers’ section)

School Identification Details

‘Maintenance > Setup > CEO’ tab

CEO Number (E Number) Note: Number must include the E.

Export csv data file

1. Once student details are complete, select export from the CEO tab. 2. Select SWD (LNSLN) tick box, 3. Choose the file location from Export Folder field 4. Then click on Validate button. 5. Once you have resolved any validation errors generated from this button you can the click on

Export button. 6. Locate the exported csv data file from the selection from 3 above and use this to perform Step 3 –

Upload SWD file.

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STEP 2 (SYNERGETIC): EXPORTING THE csv FILE

1. Select Students button

2. Select Student Data Import/Export from the Students button

3. Select CEO tab

4. Select LNSLN (SWD)

5. Change the directory to local C: drive (not the default C: cloud drive)

6. Click on OK

7. Locate the exported csv data file from the selection from 5 above and use this to perform Step 3 – Upload SWD file

2

3

2

4

2

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STEP 3: UPLOADING A SWD ONLINE DATA TRANSFER (SWD ODT) FILE Locate the csv data file created using step 2. This will be the file uploaded using the CEVN

portal.

1. Log onto CEVN https://cevn.cecv.catholic.edu.au/

2. Click on Data & Surveys from the left hand side menu

3. Click on SWD LNSLN Funding from the left hand side menu

4. Click on Apply for SWD Funding from the open window

5. Locate the csv data file created using step 2 and then upload it.

8.

5

6

8 7


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STUDENT SEARCH

Student records can be accessed through the student search section. It is generally recommended that only the first name and family name details be entered into student search in order to view the current and previous records of that student. When a funding application is activated, submitted, deemed eligible/ineligible or withdrawn, the status of the record will change.

1. An application has not been activated.

Program Year Review Year Round 2 Status Current School

Coop, Samuel – Gender: M – DOB 01/01/2008

New 2018 N E5000 St Christopher’s

* If the student cannot be found, a SWD ODT file needs to be uploaded. Please refer to page 31.

2. An application has been activated but it is still being worked on (draft status).



New 2018 N Draft E5000 St Christopher’s

3. An application has been submitted and is waiting to be assessed by the funding committee (submitted status). When an application is successfully submitted, a return email with a receipt number is automatically sent to confirm that the application is received. * When schools have finished submitting all their applications for the upcoming round, they can

cross-check that all submissions have been submitted by searching for any applications still in draft. An application with a status of ‘draft’ has not been completely submitted.



New 2018 N Submitted E5000 St Christopher’s

4. An application has been deemed eligible with a review year of 2018 (accepted status).



New 2018 2018 N Accepted E5000 St Christopher’s

5. An application has been deemed ineligible and a new record for a Round 2 application can be activated (ineligible status).



New 2018 Y E5000 St Christopher’s

New 2018 0000 N Ineligible E5000 St Christopher’s

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TRANSFERRING FUNDED STUDENTS

Schools must complete the transfer process for any student transferring from one Catholic school to

another, or out of the Catholic school sector (i.e. either to another educational sector or on completion of

their schooling). For further information, please refer to the SWD Online Tutorial which can be located via

the CEVN website under Data & Surveys / SWD/LNSLN Funding or the Frequently Asked Questions section

on pages 43–51 of these Guidelines.

A. TRANSFERRING STUDENTS BETWEEN CATHOLIC SCHOOLS IN VICTORIA

Current School

1. The status of the student’s record should be ‘Ongoing’ or ‘Review’. If a ‘new’ application has been initiated by the current school, it cannot be transferred. Rather, the new school has to activate a ‘new’ application.

2. Locate the student’s 2018 record through the student search area.

3. On the ‘Student Details’ tab tick the box: ‘This student will be transferred to a different school for the application year’.

4. Then from the drop-down box next to ‘Application Transfer Destination’, select where the student will be transferring (i.e. Victorian Catholic school) and the specific Catholic school they will be attending from the drop-down box next to ‘Transfer to School’.

Note: The student record will only transfer if the new school has also uploaded a SWD / LNSLN ODT File for that student.


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5. Under the Forms tab, select ‘Form 5: Parent Transfer Consent Form’. This form must be completed and signed by the parents/guardians. Then upload the completed Form 5 as a supporting document under the tick box ‘Parent approval has been granted to transfer student records to new school’ and press ‘save’.

5a.

5b.

5c.

6. If the student is up for review, it is the responsibility of the current school to arrange for any required review assessments and to upload them onto the ‘Disability Category’ tab. This also applies for any ongoing applications, where therapy or equipment requests are required. Relevant documents are to be uploaded on the ‘Therapy’ and ‘Equipment’ tabs.

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7. Click on the ‘Submit’ tab and download the ‘View the application (PDF)’ in order to obtain appropriate signatures. Once this has been completed, tick on the confirmation box ‘Please confirm that all relevant forms have been completed and signed by school staff and parent(s)/guardian(s)/carer(s) before submitting’, then press submit.

8. A validation error message may appear: ‘This student was not found at the destination school. The student must exist at the destination school before they can be transferred.’

This may be because:

a. the spelling of the full name does not match (it should reflect the details on the birth certificate) OR

b. the date of birth of the student does not match

OR

c. the SWD / LNSLN ODT file has not been loaded for the student by the new school. The current school must contact the new school to determine where the error is and then press ‘Submit’ again once the error(s) has been corrected. If the ‘Submit’ button is not pressed by the current school, the transfer will not occur.

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New School

1. The new school has to upload a SWD / LNSLN ODT File ensuring that the spelling of the name and date of birth details match with those of the current school (it should reflect the details on the birth certificate). This needs to be completed in order for the current school to transfer the student record successfully.

2. There will be a ‘new 2018’ record for the transferring student. Do not activate this record by clicking on ‘Save’. If this is done, duplicate 2018 records will be created.

3. Once the current school has completed the transfer process, the new school can click on the 2018 student record for the transferring student, which results in an ‘Accept Transfer’ message appearing.

4. When the new school clicks on ‘Accept Transfer’, the status of the transferring student will automatically convert from ‘New 2018’ to ‘Ongoing 2018’ or ‘Review 2018’ depending on their current status.

5. The new school is responsible for: a. checking that all the required documents for the 2018 application have been uploaded b. writing the 2018 Student program c. obtaining signatures and submitting the application.

B. TRANSFERRING A STUDENT POST AN APPLICATION BEING SUBMITTED AND ACCEPTED FOLLOWING CLOSING OF ROUND 1 or 2 and PRIOR TO FEBRUARY CENSUS

At times schools are notified that a student is transferring following an SWD application already being submitted and accepted. The following steps should be completed: New School 1. Upload a SWD (LNSLN) ODT File for the transferring student. 2. Complete a Form 6 SWD Application Transfer Consent Form available on the CEVN website under

Curriculum & Student Support / Student Services / SWD Program. and a 2018 Student program.

3. Email the completed Form 6 and the 2018 Student program to [email protected]. The transfer will then be completed internally.

4. The student should then appear on the new school’s confirmed school allocation report.


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CHANGING THE DISABILITY CATEGORY

The change of disability category process has two components, and consists of withdrawing the student from the current category and submitting an application in the ‘New’ category. Please ensure that you complete the entire process. Note: Changing the selected category on the ‘Disability Category’ tab (particularly when the student is up for review) is not the correct process.

1. Locate the student’s 2018 record through the student search area.

2. On the ‘Student Details’ tab tick the box ‘This student will be transferred to a different school for the application year’. Then select the ‘Change of Disability Category’ option from the ‘Application Transfer Destination’ drop-down box and press ‘Save’.

3. Click on the ‘Submit’ tab and tick on the confirmation box ‘Please confirm that all relevant forms have been completed and signed by school staff and parent(s)/guardian(s)/carer(s) before submitting’. Then press ‘Submit’.

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4. Select ‘Student Search’ and refresh your search. You will notice that the ‘Review’ or ‘Ongoing’ application under the previous category now has a ‘Withdrawn’ status and ‘New’ record for the same program year appears. A ‘New’ application under the new application can now be initiated.

2018

017

2018

017

The 2018 Ongoing status now becomes ‘withdrawn’

A 2018 ‘New’ record appears

Complete and submit the 2018 New record under the new category (which is selected from the disability category tab)

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FURTHER ENQUIRIES

Should you have any queries please contact the relevant person below:

Archdiocese of Melbourne

Ms Judy Connell Manager, Learning Diversity Catholic Education Melbourne PO BOX 3 EAST MELBOURNE VIC 8002 Telephone: (03) 9267 0228 Facsimile: (03) 9415 9325 Email: [email protected] Miss Frieda Lai Education Officer with Specific Responsibility (SWD), Learning Diversity Catholic Education Melbourne PO BOX 3 EAST MELBOURNE VIC 8002 Telephone: (03) 9267 0228 Facsimile: (03) 9415 9325 Email: [email protected]

Diocese of Ballarat Ms Susan Rampling Educational Services, Special Education Catholic Education Office PO Box 576 BALLARAT VIC 3353 Telephone: (03) 5337 7194 Facsimile: (03) 5331 5166

Email: [email protected]

Diocese of Sandhurst Miss Joy Ready Senior Education Office: Learner Diversity Catholic Education Office PO BOX 477 BENDIGO CENTRAL VIC 3552 Telephone: (03) 5443 2377 Facsimile: (03) 5441 5168


Diocese of Sale Ms Sharon Anderson Education Officer: Learning Adjustment (Behaviour/Academic) Catholic Education Office PO BOX 322 WARRAGUL VIC 3820 Telephone: (03) 5622 6626 Facsimile: (03) 5623 4258







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RESOURCES TO SUPPORT STUDENT PROGRAMS The following resources may be of assistance in developing and implementing student programs and working with families.

Organisations and associations Contact/website details

Catholic Education Victoria Network (CEVN) http://cevn.cecv.catholic.edu.au.

Student and Family Engagement Group Learning Consultants

(includes Additional Learning Needs, Visiting Teachers, Speech Pathologists, Psychologists)

James Goold House (03) 9267 0228 Catholic Education Melbourne Regional offices Eastern (03) 9724 0200 Northern (03) 9329 8800 Southern (03) 9532 1922 Western (03) 9731 3900 Diocesan offices Ballarat (03) 5337 7135 Sale (03) 5622 6600 Sandhurst (03) 5443 2377

Autism information: CEVN website under Curriculum & Student Support/ Autism Spectrum Disorder (ASD)

SWD application guidelines

CEVN website under Curriculum & Student Support / Student Services / SWD Funding / 2017 Application Guidelines

Scope Therapy Manual CEVN website under Curriculum & Student Support / Student Services / SWD Funding / Scope / Therapy in Education Manual

Association for children with a disability

support and information (including ‘Positive education planning’).

www.acd.org.au www.acd.org.au/resources

Positive partnerships:

Autism information and online training modules.

www.positivepartnerships.com.au

Royal Children’s Hospital, Parkville:

parents (health information, service providers, support groups information)

practitioners directory

community services directory (community services, mental health, etc.).

www.rch.org.au

Carers Victoria:

advice and support.

www.carersvic.org.au

http://cevn.cecv.catholic.edu.au./

http://www.acd.org.au/

http://www.acd.org.au/resources/

http://www.positivepartnerships.com.au/

http://www.rch.org.au/

http://www.carersvic.org.au/

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Australian Psychological Society:

links to Kidsmatter, find a psychologist, and information regarding Medicare services provided by psychologists.

www.psychology.org.au 1800 333 497

Catholic Care: counselling service, school refusal

program.

www.ccam.org.au

Monash Medical Centre:

children’s department (including developmental disabilities clinic).

www.monashchildrenshospital.org/page/Health_Professionals

Krongold Centre:

educational and developmental psychology services, sleep service, gifted education.

www.monash.edu.au/education/about/community-clinics/krongold-centre

Monash University:

school refusal program.

www.med.monash.edu.au/scs/psychiatry/developmental/clinical-research/school-refusal-program

Government agencies and services Contact details

‘Bar none community awareness kit for schools’:

www.dhs.vic.gov.au/about-the-department/documents-and-resources/reports-publications/bar-none-education-bar-none-community-awareness-kit-for-schools

Australian Government Department of Education:

http://education.gov.au

Centrelink:

www.humanservices.gov.au/customer/dhs/centrelink

National Disability Coordination Officer program:

universities and TAFEs.

http://education.gov.au/higher-education-disability-support-programme

Australian Disability Clearinghouse on Education and Training:

post-secondary school and training.

www.adcet.edu.au

http://www.psychology.org.au/

http://www.ccam.org.au/

http://www.monashchildrenshospital.org/page/Health_Professionals/

http://www.monashchildrenshospital.org/page/Health_Professionals/

http://www.monash.edu.au/education/about/community-clinics/krongold-centre/

http://www.monash.edu.au/education/about/community-clinics/krongold-centre/

http://www.med.monash.edu.au/scs/psychiatry/developmental/clinical-research/school-refusal-program/

http://www.med.monash.edu.au/scs/psychiatry/developmental/clinical-research/school-refusal-program/

http://www.dhs.vic.gov.au/about-the-department/documents-and-resources/reports-publications/bar-none-education-bar-none-community-awareness-kit-for-schools




http://education.gov.au/

http://www.humanservices.gov.au/customer/dhs/centrelink

http://www.humanservices.gov.au/customer/dhs/centrelink



http://www.adcet.edu.au/

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Australian Government Department of Families, Housing, Community Services and Indigenous Affairs:

includes ‘People with Disability’.

www.fahcsia.gov.au

Better Health Channel:

information, healthy living, services and support.

www.betterhealth.vic.gov.au

Victorian Department of Human Services:

www.dhs.vic.gov.au

Australian Human Rights Commission:

includes Disability Discrimination Act.

www.humanrights.gov.au

Raising Children Network (Australian Government parenting website):

newborn to early teens, special needs, parents, etc.

www.raisingchildren.net.au

Child and Youth Mental Health Service (CYMHS):

multi-disciplinary service.

www.health.vic.gov.au/mentalhealth/camhs

Disability Standards for Education 2005:

http://education.gov.au/disability-standards-education

Disability Discrimination Act 1992: www.comlaw.gov.au/Details/C2013C00022

http://www.fahcsia.gov.au/

http://www.betterhealth.vic.gov.au/

http://www.dhs.vic.gov.au/

http://www.humanrights.gov.au/

http://www.raisingchildren.net.au/

http://www.health.vic.gov.au/mentalhealth/camhs

http://education.gov.au/disability-standards-education

http://www.comlaw.gov.au/Details/C2013C00022

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DIAGNOSIS THAT SWD DOES NOT FUND

Specific Learning Disorder

Dyslexia

Selective Mutism

Eczema, Anaphylaxis, Asthma, Migraines

ADD or ADHD (Attention Deficit/Hyperactivity Disorder)

Developmental Coordination Disorders / Motor Dyspraxia

Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS)

Social (Pragmatic) Communication Disorder

Unspecified Anxiety Disorder

Social Anxiety Disorder (Severe Phobia)

Obsessive Compulsive Disorder (OCD)

Adjustment Disorder / Disruptive Disorder alone – the type needs to be specified.

Diabetes (funding for diabetes is only considered for those in Prep or Year 1 where there is evidence that significant adjustments are required.

FREQUENTLY ASKED QUESTIONS

Please note that schools can access the SWD Applications Online Tutorial via the CEVN website under Curriculum &

Student Support / Student Services / SWD Program, which includes step-by-step instructions for many of the

common processes (e.g. searching for a student on the SWD System, transferring student records, changing the

disability category, etc.).

Question Helpful Hint(s) GENERAL

1. What are the closing Round dates for 2018 SWD applications?

• Round 1 closes midnight Friday 27 October 2017. • Round 2 closes midnight Friday 2 February 2018.

2. What application types should be submitted in each Round?

• All ongoing and review applications must be submitted in Round 1. Any known new applications can also be submitted in Round 1.

• Any new applications and resubmission of Round 1 applications can be submitted in Round 2.

3. Who can we contact for help? • For SWD queries, please contact your local diocese or email [email protected].

• For technical issues regarding uploading a SWD ODT record, please refer to the ‘Uploading a SWD ODT file’ on page 26-29 of the application guidelines and/or contact ICT Helpdesk on (03) 9267 0422.

4. What support is available on Round 1 and 2 closing days?

• The SWD and ICT support staff are available during business hours on the Round closing day; however, schools have until midnight to submit applications.

5. How do I get SWD administrator access on the CEVN website?

• Consult your principal, SINA operator or principal’s nominee, who can give you access. As an employee of a Catholic school, you are given a ‘CNo.’ which enables you to access the CEVN website.

• You will know if you have SWD administrator access if you are able to open the hyperlinks in the SWD System.

6. Where are the SWD resources located on the CEVN website?

• All SWD related documents can be accessed via the CEVN website under Curriculum & Student Support/Student Services/ SWD Program.

• Some documents are duplicated under Data & Surveys / SWD LNSLN Funding / Apply for SWD Funding.

7. How do I access the SWD system? • Log on to the CEVN website then navigate to Data & Surveys / SWD LNSLN Funding / Apply for SWD Funding.

• The SWD Applications Online Tutorial is also available on the CEVN website and includes screenshots. Log on to the CEVN website and then navigate to Curriculum & Student Support/ Student Services / SWD Program.

PAGE 27







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8. I can access the CEVN website and the SWD system but all the links are ‘greyed’ out.

• It is likely that you have been given ‘read only’ access, rather than ‘administrator’ access. Consult your principal, SINA operator or principal’s nominee to change your access level.

COMPLETING THE APPLICATION

9. How do I search for a student on the SWD system? • Log on to the CEVN website then navigate to Data & Surveys / SWD/LNSLN Funding / Apply for SWD Funding.

• Locate ‘Search’ from the top menu bar and select ‘Student Search’.

• Ensure that all fields are clear. • Type in the student’s family name and first name then

press ‘Search’. • The number of ‘search results’ will appear. Click on the

blue strip for the ‘search results’ to expand.

10. I cannot find a record for the student I want to submit an application for.

• First search under the student’s date of birth. • If the ‘search results’ is still [0], the student is most likely

not appearing because a SWD ODT file has not been uploaded for this student.

• Your administration person will need to upload a SWD ODT file. Please refer to the ‘Uploading a SWD ODT file’ on page 26-29 of the application guidelines.

• It generally takes 30 minutes from when the SWD ODT file is uploaded to the student record appearing on the SWD system.

11. How do I activate an application? • If the student is not currently receiving CECV SWD funding, their record will most likely appear as ‘new 2018’. To activate this, click on ‘new’, which should be hyperlinked in blue text.

• The ‘student details’ tab will appear. Click ‘Save’ at the bottom of the screen.

• If you go back to the ‘Student Search’ screen and search for this student again, their status will have changed to ‘draft’.

• Please refer to ‘Student Search’ on page 30 of the application guidelines.

12. What do I do if I have accidentally activated a student’s record and the status now appears as ‘draft’?

• If the application has not been submitted, the record will remain in ‘draft’.

13. The student’s details are incorrect (e.g. spelling of the name, year level, gender, etc.).

• Student details are dictated by the SWD ODT file the school submits. Therefore, if there are any errors that require correction, this can be completed by the school’s administration person by uploading a ‘current student data’ file or when submitting data for February census.

• For further questions please contact the ICT Helpdesk on (03) 9267 0422.

14. How do I indicate if the student is part-time FTE? • At the bottom of the ‘student details’ tab there is an area where schools can indicate part-time FTE and dual enrolment.

15. How do I select the disability category? Am I able to select multiple disability categories?

• On the ‘Disability Category’ tab, there is a drop-down box where the primary category can be selected.

• While several students present with comorbid diagnosis, only one disability category can be selected.

• If the student is up for review and no longer meets the current disability category but meets a different one, please ensure that you complete the ‘change of disability category’ process (please refer to pages 35-36 of the application guidelines) and do not change the category via the drop-down box.


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16. Where do I upload documents on the student’s record?

• The majority of the supporting documentation will be uploaded onto the ‘disability category’ tab.

• Please note that documentation for equipment and therapy requests are to be uploaded onto the ‘Equipment’ and ‘Therapy’ tabs respectively.

17. Does the system accept Word documents? • No, the system will only accept PDF, GIF and JPEG files.

18. What should I consider when uploading required documents?

• Ensure that the document is clearly labelled (e.g. 2018 J Smith Form 2 – SLD Speech).

• Once you have uploaded the document, open it to check that the document matches the student and document label, that all the pages have been scanned, are the right way round and are legible.

• Refer to the ‘documents required’ section of each category as a checklist.

19. How do I delete documents? • Select the tick box next to the document link and then click the hyperlinked ‘Delete’ link. This should clear the document you no longer require.

• Documents can continually be ‘added’ or ‘deleted’ when the record is in ‘draft’ mode.

• It is important to ensure that you double check all required documents have been uploaded prior to submitting because you are unable to make any changes once the application has been submitted.

20. Does it matter how big the PDF file is? • No, however it is advised that required documents are not scanned in one file, but scanned individually and labelled clearly.

21. Are we in breach of our legal obligations if we ask for PDF copies of reports to be sent via email?

• No, providing that parent permission has been sought to disclose the information.

22. Can I save the application and exit without having completed the entire application?

• Yes by clicking ‘Save’ on the tab you are working on. If you forget, the system will also prompt you to ‘Save’ when exiting.

23. What if I have submitted the application and realised that an incorrect document has been uploaded or there is a missing document prior to the closing Round date?

• It is very important that all documentation is double checked before the ‘Submit’ button on the ‘Submit’ tab is clicked.

• The CECV SWD 2018 Application Guidelines have been structured like a checklist to assist with checking that the application has the required documentation.

• However, if this does occur please contact your local diocese or email [email protected].

24. Am I able to view previous SWD applications? • The SWD System commenced in 2013 and any SWD applications prior to this were in paper form and cannot be accessed via the SWD System.

• Schools are only able to access records submitted by their school from 2013 onwards. For example, Student X has been funded since 2013 but transferred to School B in 2014. School A can access the 2013 record, while School B can only access the SWD applications from 2014 onwards.

• This means that schools need to ensure that a detailed transition process occurs between schools.

25. How do I confirm that the application has been submitted?

• A confirmation email will be sent to the person who was logged onto the CEVN website at the time of clicking the ‘Submit’ button.

• You can also double check that the application has been submitted by searching for the student under ‘student search’ and checking the status. It should appear as ‘submitted’. Please refer to page 32 of the application guidelines.


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26. Do I have to upload all required documents if I am resubmitting an application?

• If an application has been deemed ineligible in Round 1 the school has an opportunity to resubmit in Round 2.

• On the student’s record under ‘student search’ there is a column labelled ‘Round 2’. It will have an ‘N’ if it is a Round 1 application and a ‘Y’ for a Round 2 application. Please refer to page 30 of the application guidelines.

• Activate the Round 2 application as per usual. All documents must be uploaded as the Committee will not refer to the previous Round 1 application.

27. The student no longer meets the current disability category but is eligible to apply for a different disability category. What should I do?

• It is important that a ‘change of disability category’ process occurs, which essentially withdraws the student from the current disability category and then asks the school to submit a ‘new’ application under the new disability category.

• Please refer to pages 35-36 of the application guidelines or the SWD Applications Online Tutorial that include

screenshots via the CEVN website under Curriculum &

Student Support/ Student Services / SWD Program. • Please ensure that you double check the process has

occurred correctly under student search. You should see one ‘ongoing/review 2018’ record with a status of ‘withdrawn’ for disability category A and a ‘new 2018’ record status of ‘submitted’ for disability category B.

SIGNATURES/CONSENT

28. Do parents/guardians need to read the application before the application is submitted?

• Yes, parents/guardians must sign the fully completed application (including uploaded supporting documents) prior to signing off and before the school submits the application online.

• Print a PDF copy of the fully completed application (please refer to FAQ 29) and provide a copy to the parents/guardians.

• By clicking ‘Submit’, the school has confirmed that parents/guardians, teacher/coordinator and principal have read the fully completed application and signed the original copy. This copy should be filed appropriately at the school. The school may be required to produce the original copy through a court order at any time until the student is 30 years of age.

29. How do I locate the front cover of the application where signatures are collected?

• Once all supporting documents have been uploaded, five green ticks will appear on the ‘Submit’ tab. A blue hyperlink ‘view the application (pdf)’ will also appear above the five green ticks. Click this link and print off the application. Please note this will not automatically print off the uploaded supporting documents.

• The consent form and PLP requires signatures from the parent/guardian, teacher/coordinator and principal.

30. How does the CECV know all signatures have been collected?

• The original form and all associated documentary evidence relating to parental responsibility, guardianship or informal carer status must be retained by the school to demonstrate consent was appropriately given. A copy of the consent form and all attached documentary evidence must also be provided to the person(s) who have provided consent for the SWD application to be submitted.

• Schools are to upload a copy of the signed consent form onto the ‘submit’ tab.


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31. If I have a funded student transferring to another school, am I able to discuss them over the phone or forward relevant documents?

• Information regarding funded students must not be discussed or passed on without first obtaining parents’ consent.

• For students who are transferring to another Catholic school within Victoria, either Form 5 or 6 transfer consent forms must be completed. Please refer to pages 31-34 and 59-60 in the application guidelines.

32. What if a parents/guardians no longer wants their child funded and will not sign consent for an application to be submitted (i.e. an ongoing/review application)?

• It is advised that the school either notes this in PSG minutes that have been signed, or receives this direction in writing. Then upload the PSG minutes/written statement onto the ‘Disability Category’ tab.

• On the ‘Student Details’ tab, tick that ‘the student will be transferring to a different school for the application year’, then from the drop-down box, select ‘other’.

• Submit the application as per the usual steps and the application status will then appear as ‘withdrawn’.

33. What if a parent/guardian decides that they no longer want their child funded but the signed application has already been submitted and accepted?

• Please email [email protected] with the student’s name, date of birth, school details and either PSG minutes that note this direction or a written statement from the parents/guardians discussing this request. The student’s record will then be withdrawn internally and confirmation via email sent to the school.

TRANSFERRING/EXITING STUDENTS

34. How do I transfer a student from my school to another Catholic school in Victoria?

• Please refer to pages 31-34 in the application guidelines or the SWD Applications Online Tutorial that include

instructions via the CEVN website under Curriculum &

Student Support/ Student Services/ SWD Program. • It is the responsibility of the current school to upload all

relevant documents with parents’ consent.

35. How will the new school know there is a transferred student waiting to be accepted?

• The current school should contact the new school to advise them of the transfer.

36. I am trying to transfer a student but the response continues to say ‘destination school not found’. What should I do?

• If you are receiving this message, this is because the new school has not uploaded an SWD ODT file for this student.

• Contact the new school and ask them to inform you once the SWD ODT file has been uploaded from their end.

• Once this has occurred, the current school needs to click ‘Submit’ again on the ‘Submit’ tab.

37. I have a student transferring to my school but the record appears as a new application whereas they should be an Ongoing/Review application.

• This is most likely because the current school has not initiated or completed the transfer process.

• Do not activate the ‘new’ record. • Contact the current school and ask them to inform you

once they have clicked ‘Submit’ at their end. • Once this has occurred, when you click on the ‘new’ record

a ‘do you accept this transfer’ message should appear. • Click ‘Accept’ and the record should convert to

Ongoing/Review.

38. Can I transfer a ‘new’ record? • Only Ongoing/Review applications can be transferred. The new school will require copies of the supporting documentation and initiate a new application.

39. What information will the new school see? • The school will only have access to the record transferred to their school and the documents uploaded. The new school is not able to access the previous records that the current school submitted. Therefore it is important during this transition period that all relevant reports that the parents/guardians have signed permission for transfer are provided to the new school.



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40. I have a number of funded Year 6 students transitioning to Catholic secondary schools in Victoria. When should I initiate the transfer process?

• It is advised that primary schools initiate the transfer process as soon as their secondary school placement has been confirmed. This is to ensure that the secondary schools have sufficient time to complete the application for Round 1.

• For the instructions to complete this process, please refer to pages 31-34 in the application guidelines or the SWD Applications Online Tutorial that include screenshots via

the CEVN website under Curriculum & Student Support/

Student Services / SWD Program. • Prior to transferring the application, the primary school

should contact the secondary school to ensure that the secondary school has uploaded a SWD ODT file for that student. If not, the primary school will receive a ‘destination not found’ message when they attempt to transfer the record.

• Please also refer to FAQ 34, 36 and 42.

41. I am aware of new Year 7 students transitioning to my school. What should I do?

• It is advised that you contact the primary school to ensure that they have completed the transfer process because unless they complete the initial transfer process, the student’s record will not link to the secondary school’s record.

• Your administration person/registrar must also upload SWD ODT files for all transitioning students (please refer to page 26-29 in the application guidelines).

• For the instructions to complete the transfer process, please refer to pages 33–36 in the application guidelines or the SWD Applications Online Tutorial that include


Student Support/ Student Services / SWD Program. • Please also refer to FAQ 34, 37–39, 42.

42. Who is responsible for lodging an Ongoing/Review application when the student is transferring to another Catholic school in Victoria?

• It is the responsibility of the current school to organise all eligibility documentation (e.g. assessments, therapy, and equipment request documentation).

• It is the responsibility of the new school to write the student program and submit the application prior to the closing date.

• If the current school is awaiting particular supporting documents, it is recommended that the transfer to the new school occurs first with a note on the Form 5 against that particular document that this will provided at a later date. The new school will then need to upload this document once received.

• For further instructions regarding the transfer process, please refer to pages 31-34 in the application guidelines or the SWD Applications Online Tutorial that include


Student Support / Student Service / SWD Program.

43. What do I do if the student is transferring out of the Catholic system?

• If the student is transferring out of the Catholic system, interstate or overseas, on the ‘Student Details’ tab, tick that ‘the student will be transferring to a different school for the application year’ then from the drop-down box, select the most appropriate option (e.g. ‘Victorian Government School’).

• Upload on the ‘Disability Category’ tab recent PSG minutes confirming the transfer.





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44. When do I use Form 5 (Parent of Student Transferring Consent Form) versus Form 6 (Application Transfer Consent Form)?

• Form 5 is used when the transfer is occurring before the funding round closes and an application for that coming year has not been submitted.

• Form 6 is used when an application has already been submitted and processed by the current school and needs to be transferred to a new school. Please refer to pages 31-34 in the application guidelines.

45. A funded student is transferring to my school, but their current school has already submitted an application in Round 1. How will they appear on our school’s SWD confirmed school allocation list post Round 2?

• Where an Ongoing/Review application has already been submitted and accepted in Round 1, the transfer can only be completed by the CECV.

• The new school is required to upload a SWD ODT file (please refer to page 26-29 in the application guidelines) and email a copy of Form 6 and an updated 2018 Student Program to [email protected] prior to the close of Round 2.

46. What if the student’s details differ between schools? • In order for student’s records to transfer successfully the student’s details (i.e. spelling of their name, date of birth) must match. It is important that the spelling of the student’s name matches the student’s birth certificate rather than their preferred name (e.g. Charlie D’Angelo versus Charles D’Angelo). This can be checked at the transition PSG.

• The school that needs to update the student’s details will need to submit an updated ‘student data file’. For technical difficulties, please contact our ICT Helpdesk on (03) 9267 0422.

47. What if we are unsure where the student is transferring to?

• If the school is unsure which school the student is transferring to, hold off on the transfer until this is confirmed by the parent.

• If the parent has not informed the current school of the new school details then on the ‘Student Details’ tab, tick that ‘the student will be transferring to a different school for the application year’ then from the drop-down box, select ‘Other’.

48. What is the process for transferring out Year 12 students?

• On the ‘Student Details’ tab, tick that ‘the student will be transferring to a different school for the application year’ then from the drop-down box, select the most appropriate option (e.g. ‘higher education’ or ‘apprenticeship’).

• Upload on the ‘Disability Category’ tab a confirmation letter from the school principal indicating that the student has completed their studies.


49. How do I notify the CECV that a funded student has left the school?

• If, during the school year, a funded student has left the school and is not transferring to another Catholic school in Victoria, please notify us via email [email protected].

NEW/REVIEW APPLICATIONS

50. How do we determine if the documentation is within the 12-month or two-year period?

• For all applications submitted in Round 1 or 2, it is 12 months or two years from the Round 1 submission date.

• Considered within 12 months if dated 27 October 2016–27 October 2017.

• Considered within two years if dated 27 October 2015–27 October 2017.



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51. What New/Review assessments can be completed through Catholic Education Melbourne?

• New/Review applications under the categories of severe language disorder (including severe developmental verbal dyspraxia) or intellectual disability can be referred to Catholic Education Melbourne Regional Offices for assessments. Please refer to the ‘Referral Process Booklet 2015’ and ‘Referral Parent Consent Form’ via the CEVN website under Curriculum & Student Support/ Student Services.

• For information regarding the other dioceses, please contact your local diocese.

52. Assessments for applications under the categories of intellectual disability and severe language disorder (including severe developmental verbal dyspraxia) were completed by an external provider. Does the external provider need to complete Forms 1–3?

• It is recommended that external providers complete Forms 1–3 to ensure that all the criteria have been addressed. Access to the current CECV SWD Application Guidelines and forms can be accessed by the public via the CECV website under Publications.

• If you are unable to contact the external provider, it is important that the criteria for the particular category you are submitting under be referred to within the assessment report.

53. What documentation is required for students who have Down Syndrome and are either new or up for review?

For students who have a diagnosis of Down Syndrome, a report from a paediatrician stating this diagnosis and/or a recent cognitive assessment is required. To assist with programming and planning future pathways for the student, it is a requirement that a cognitive assessment occurs at review.

THERAPY AND EQUIPMENT REQUESTS

54. Which disability categories are eligible for therapy and equipment requests?

Please refer to page 20 in the application guidelines.

55. I have an external provider providing supporting documentation for a new therapy request. Do they need to complete Form 4?

If the external provider is not from Scope, then Form 4 does not need to be completed for a new application.

Only a signed and dated letter of endorsement written by a medical specialist, physiotherapist or occupational therapist (completed within 12 months of the Round 1 submission date) is required to be uploaded onto the ‘Therapy’ tab. A general practitioner is not considered a medical specialist.

56. Do I need to submit a therapy request annually? Yes, a therapy request must be submitted on an annual basis.

57. I require more than one piece of equipment. On the ‘Equipment Request’ tab can I apply for all items under one record?

If you are requesting more than one piece of equipment, each item has to be recorded separately so that approved pieces of equipment and costings are clearly articulated for the school.

58. How do we know which students have been approved therapy and equipment requests?

At the completion of each round, principals can download the ‘equipment by students’ and ‘therapy’ reports via the CEVN website under Data & Surveys / SWD LNSLN Funding / SWD Reports.

59. How does the school get reimbursed for equipment purchases?

The school must email a signed copy of the ‘equipment by students’ report and receipt of purchase(s) to [email protected] by Friday 29 June 2018.

60. The piece(s) of equipment we were approved cost less than the initial quote or are no longer required. Are we able to spend the balance on other items?

No, the school can only use specified funds on the approved pieces of equipment.

Please refer to FAQ 59.

61. This is the first time we are accessing therapy services via Scope. Is there further information regarding Scope?

• Yes, please refer to the Scope therapy section on the CEVN website under Curriculum & Student Support/ Student Service / SWD program / Scope Therapy.








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62. We forgot to submit a therapy/equipment request in the Round 1 application. Can we resubmit in Round 2?

• It is strongly recommended that all therapy and equipment requests are submitted with the application.

• Yes a separate therapy/equipment request can be submitted in Round 2 manually by emailing the required documentation to [email protected].

FUNDING REPORTS AND REVIEW YEARS

63. How do schools access school allocation, therapy and equipment reports?

• At the end of each round, school principals are notified via COMS (Catholic Online Mail for Schools) and on the CEVN website when school allocation, therapy and equipment reports are available to be downloaded.

• These reports can be accessed by the principal via the CEVN website under Data & Survey / SWD/LNSLN Funding/ SWD Reports.

• Please also refer to FAQ 58 and 59. 64. What do the review years refer to on the school

allocation report? • Following Round 2, it is important that principals download

their ‘confirmed school allocation’ report. Please refer to FAQ 63.

• This report will indicate the disability category and respective review year for each student.

• For example, if a student has a review year of 2018, this means that their funding ends at the end of 2018. Therefore during 2018, review assessments need to occur and a ‘review 2019’ application submitted online.

65. What if I have a student who has dual enrolment at a special school and review years do not match between educational sectors?

• If a student has dual enrolment at a special school and their review years do not coincide with the Department of Education and Training (DET), please ask the principal of the special school to provide a letter stating the student’s details, period of time they have attended the special school, current disability category, level of funding and review year within DET.

• Please then forward this letter via email to [email protected] and the CECV SWD Committee will review the student’s CECV SWD review year.

66. Are the equipment and therapy costs included in the school’s confirmed school allocation?

• No, the therapy and equipment costs are separate to the school’s confirmed school allocation.

67. How is the school informed of ineligible applications? • School principals are emailed a list of ineligible students including the CECV SWD Committee comments following the end of each Round.

• Please contact your local diocese or email [email protected] for further information.

68. Can we resubmit applications if deemed ineligible? • If an application is deemed ineligible in Round 1, schools can resubmit in Round 2 with all required documentation.

• If an application is deemed ineligible in Round 2, schools will not be able submit again until October Round 1 for the following year.







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RESOURCES

69. What other documents should I refer to? • On the CECV website under Publications: * Allocating government grants to Catholic schools in Victoria * CECV Intervention Framework 2015 * Effective Practice Framework for Learning Support Officers * Transition for Students with Diverse Needs * Gifted and Talented Students: A Resource Guide for Teachers in Victorian Catholic Schools * Out-of-Home Care Education Commitment

On the CEVN website under Curriculum & Student Support / Student Services: * Abilities Based Learning and Education Support (ABLES) * Autism Spectrum Disorder resources * Disability Standards for Education * English as an Additional Language (EAL) – New Arrivals * Guidelines for Behaviour Support * Nationally Consistent Collection of Data (NCCD) * Schoolcare Program (RCH) Referral Form

On the CEVN website under Curriculum & Student Support / Student Services / Students with Disabilities (SWD Program: * SWD Applications Online Tutorial * Scope Therapy in Education Manual

REFERENCES

Bedore, LM & Peña, ED 2008, ‘Assessment of bilingual children for identification of language impairment: Current findings and implications for practice’, International Journal of Bilingual Education and Bilingualism, 11(1), 1–29.

Cummins, J 2008, ‘BICS and CALP: Empirical and theoretical status of the distinction’, in B Street & NH Hornberger (eds), Encyclopedia of language and education, Springer Science, New York, 71–83.


http://cevn.cecv.catholic.edu.au/

http://cevn.cecv.catholic.edu.au/

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STUDENTS WITH DISABILITIES (SWD) 2018 FORM 1: INTELLECTUAL DISABILITY

The nominated student has been assessed within the CECV Students with Disabilities (SWD) 2018 Application Guidelines by a registered psychologist to provide evidence that the student has an Intellectual Disability. The CECV SWD 2018 Application Guidelines which state the criteria and accepted assessments for the Intellectual Disability category can be accessed via the CECV website www.cecv.catholic.edu.au under Publications. An Intellectual Disability is confirmed following consideration of the results of a cognitive and adaptive behaviour assessment administered by a registered psychologist. Assessments are required to be completed within two years of the Round 1 submission date (27 October 2015–27 October 2017) in order to be considered for SWD 2018 funding. It is the psychologist’s responsibility to ensure that the standardised test administration procedures and guidelines are adhered to.

SECTION 1 – STUDENT

First Name: Surname:

Date of Birth: 2018 Yr Level:

ENo.: School Name & Location:

SECTION 2 – PSYCHOLOGIST

Psychologist Name:

Name of Agency:

Contact Number: Email:

Date of Assessment:


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SECTION 3 – RESULTS

WPPSI-IV

Date Tested:

WISC-V

Date Tested:

RESULTS

IQ SCORE

PERCENTILE RANKING

Verbal Comprehension Index

Visual Spatial Index

Fluid Reasoning Index

Working Memory Index

Processing Speed Index

Full Scale IQ

WISC-IV

Date Tested:

STANFORD BINET

5th

Ed

Date Tested:

WAIS-IV

Date Tested:

RESULTS IQ SCORE PERCENTILE RANKING


Perceptual Reasoning Index



Full Scale IQ

ADAPTIVE DOMAIN

STANDARD

SCORE/ COMPOSITE SCORE

PERCENTILE

RANK

ADAPTIVE

LEVEL

Adaptive Behaviour Indicate Assessment Used:

Vineland-II

Vineland-3

ABA-II

Date Tested:

Communication Skills or Conceptual

Daily Living Skills or Practical

Socialisation Skills or Social

Adaptive Behaviour Composite or GAC

Signed: Date:

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STUDENTS WITH DISABILITIES (SWD) 2018 FORM 2: SEVERE LANGUAGE DISORDER (SPEECH PATHOLOGIST)

(including SEVERE DEVELOPMENTAL VERBAL DYSPRAXIA)

Please tick the box if this is a Severe Developmental Verbal Dyspraxia application.

The nominated student has been assessed within the CECV Students with Disabilities (SWD) 2018 Application Guidelines by a speech pathologist and registered psychologist to provide evidence that the student has a Severe Language Disorder. The CECV SWD 2018 Application Guidelines which state the criteria and accepted assessments for the Severe Language Disorder (including Severe Developmental Verbal Dyspraxia) category can be accessed via the CECV website www.cecv.catholic.edu.au under Publications.

Assessments are required to be completed within two years of the Round 1 submission date (27 October 2015–27 October 2017) in order to be considered for SWD 2018 funding. It is the speech pathologist’s responsibility to ensure that the standardised test administration procedures and guidelines are adhered to.





SECTION 2 – SPEECH PATHOLOGIST

Speech Pathologist Name:

Name of Agency:


Date of Assessment:


TEST INFORMATION TESTS ADMINISTERED SCORES

Receptive Language

Expressive Language

As a qualified speech pathologist completing this assessment I believe that the above scores are an accurate representation of the student’s oral language abilities and where CELF-4, CELF-5 or CELF-Preschool 2 scores have been reported, these are based on Australian normative data.


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Please outline any additional comments related to this oral language assessment:

Does the student have a history of hearing impairment? Yes No If YES, please detail evidence ruling out this variable as contributing significantly to the presenting severe specific oral language impairment.

Does the student have a history of English as an Additional Language/Dialect (EAL/D)? Yes No

If YES, please detail evidence ruling out this variable as contributing significantly to the presenting severe specific oral language impairment.

Please note that the speech pathologist should provide a statement that outlines clearly the speech pathologist’s belief about the nature of the impact of EAL/D on the student’s presentation of Severe Language Disorder. Please note that assessment in a student’s first language is only appropriate where formal assessment tools designed and normed in that language are used and the student has only limited exposure to English. If you are assessing a student in their first language it is deemed inappropriate to use a translated version of an English assessment tool such as those listed in the CECV SWD 2017 Application Guidelines (Bedore & Peña 2008). The statement should provide evidence and clarity as to the speech pathologist’s belief about the nature of

the impact of English as an Additional Language/Dialect (EAL/D) on his/her presentation with a Severe

Language Disorder.

Signed: Date:

The following factors need to be considered when providing evidence that results cannot be accounted for by a hearing loss and/or by non-English speaking background or cultural factors: - The length of exposure to English and language use in the home environment. - Did the student experience significant language delay when in a monolingual environment? - The results from dynamic assessment processes (monitoring of progress following targeted teaching

sessions). - The student’s Basic Interpersonal Communication Skills (BICS) versus Cognitive Academic Language

Proficiency (CALP). It is expected that in the normal English as an additional language/dialect (EAL/D) population it takes five to nine years for CALP to progress to the same level as English-only speaking peers, whereas BICS usually develops within two years (Cummins 2008).

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STUDENTS WITH DISABILITIES (SWD) 2018 FORM 3: SEVERE LANGUAGE DISORDER (PSYCHOLOGIST)

The nominated student has been assessed within the CECV Students with Disabilities (SWD) 2018 Application Guidelines by a speech pathologist and registered psychologist to provide evidence that the student has a Severe Language Disorder. The CECV SWD 2018 Application Guidelines which state the criteria and accepted assessments for the Severe Language Disorder (including Severe Developmental Verbal Dyspraxia) category can be accessed via the CECV website www.cecv.catholic.edu.au under Publications.

Assessments are required to be completed within two years of the Round 1 submission date (27 October 2015–27 October 2017) in order to be considered for SWD 2018 funding. It is the psychologist’s responsibility to ensure that the standardised test administration procedures and guidelines are adhered to.





SECTION 2 – PSYCHOLOGIST

Psychologist Name:

Name of Agency:


Date of Assessment:


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WPPSI-IV

Date Tested:

WISC-V

Date Tested:

RESULTS

IQ SCORE

PERCENTILE RANKING


Visual Spatial Index

Fluid Reasoning Index



Full Scale IQ

Nonverbal Ancillary Index

WISC-IV

Date Tested:

STANFORD BINET

5th

Ed Date Tested:

WAIS-IV

Date Tested:

RESULTS IQ SCORE PERCENTILE RANKING


Perceptual Reasoning Index



Full Scale IQ

Comments regarding cognitive factors:

Does the student present with social–emotional factors which require comment?

Yes No Please note where there is a confirmed diagnosis of Autism Spectrum Disorder (ASD), an application under

Social/Emotional – ASD is strongly recommended.

If yes, please detail evidence regarding these social–emotional factors and provide evidence ruling out these as a variable contributing significantly to the presenting severe language disorder.

Signed: Date:

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STUDENTS WITH DISABILITIES (SWD) 2018

FORM 4: SCOPE (Aust) Ltd Scope therapy services are only available for students who are funded within the categories of Chronic Health Impairment or Physical Disability. The aim of the therapy service is to support schools to successfully include students in all of the educational programs, curriculum key learning areas and within the whole school community. The CECV SWD 2018 Application Guidelines which state the criteria for Specialised Therapy Requests can be accessed via the CECV website www.cecv.catholic.edu.au under Publications. The Form 4: Scope is required to be completed within 12 months of the Round 1 submission date (27 October 2016–27 October 2017) in order to be considered for SWD 2018 funding.





Diagnosis:

SECTION 2 – THERAPIST

Therapist Name:

Name of Agency:

Scope Region:


2016 Module:

SECTION 3 – 2017 MODULE RECOMMENDATION AND GOALS

1. List the educational goals identified for 2018 in which therapy will be a core component.


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2. State how therapy will assist the student to demonstrate better outcomes across the core curriculum.

3. Please tick the module that is recommended for 2018:

Review Module 1 Module 2 Module 3

Please describe why this module has been recommended, particularly if there has been a change in module recommendation from 2017 (please attach further information as required).

4. Please indicate if speech therapy is recommended for 2018. Please note that speech therapy is

only available for students requiring /alternative augmentative communication support.

Yes No

If yes, please indicate the speech and language goals being targeted.

Signed: Date :

Therapist: Physiotherapist Occupational Therapist Speech Pathologist

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STUDENTS WITH DISABILITIES (SWD) 2018 FORM 5: PARENT OF STUDENT TRANSFERRING CONSENT FORM

Proposed Information Uses and Disclosures The Students with Disabilities (SWD) program administered by the Catholic Education Commission of Victoria Ltd (CECV) assists schools to include students with additional needs in Catholic schools. In order to confirm eligibility for funding, the schools supply the CECV with copies of relevant documents such as assessments, medical reports and details of educational programs. The documents are lodged electronically. This form provides permission for the sharing of personal information pertaining to the child’s education and care program between the school the child is currently attending, the CECV and the school the child will transfer to. This information may include history regarding the child’s educational programming, strengths, potential, specialised needs and health or medical history. The information will be transferred electronically from the current school to the prospective school and shared with the CECV once the application is lodged.

SECTION 1 – STUDENT Student Name:

First Name Surname

Year Level: Date of Birth: / / Gender:

SECTION 2 – CONSENT I provide my informed and express consent for the sharing of information as detailed below:

Parent/Guardian Name(s): Signature: Date:

Parent/ Guardian Name(s): Signature: Date:

Type of information (e.g. PLP, SWD and student program, medical reports, speech pathology reports, cognitive assessments, specialist notes, etc. as associated with confirming eligibility for disability funding as listed below.)

Date Author (e.g. psychologist, medical practitioner’s name)

Title (e.g. speech pathologist, psychologist, paediatrician)

Description (e.g. cognitive assessment, language assessment)

The teacher/principal has discussed with me how and why certain information about my child is provided to the new school. I understand that in addition to formal reports, etc. details regarding the educational program will also be supplied.

SECTION 3 – SCHOOL TRANSFER DETAILS Current School Details (school providing the information) School Name:

Location: E No: E

The above information will be electronically transferred to: School Details (school receiving the information) School Name:

Location: E No: E Each school will have provided you with information about their use and disclosure of information and information regarding their privacy policy. Further clarification is available on request from the principal.

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STUDENTS WITH DISABILITIES (SWD) 2018 FORM 6: APPLICATION TRANSFER CONSENT FORM

(To be used when the transfer is to occur post an application being submitted and deemed eligible)

Proposed Information Uses and Disclosures The Students with Disabilities (SWD) program, administered by the Catholic Education Commission of Victoria Ltd (CECV) assists schools to include students with additional needs in Catholic schools. Once a SWD application has been lodged online, consent is required to electronically transfer the application, medical reports, programs, assessments and other relevant documents between Catholic schools. The CECV will facilitate the transfer of the SWD application from the current to the new school.

SECTION 1 – STUDENT Student Name:

First Name Surname

Year Level: Date of Birth: / / Gender:

SECTION 2 – CONSENT I provide my informed and express consent for the transfer of the SWD application and funding allocation:

Parent/Guardian Name(s):

Signature: Date:

Parent/Guardian Name(s):

Signature: Date:

SECTION 3 – SCHOOL TRANSFER DETAILS

Current School Details (i.e. school that lodged the SWD application) School Name:

Location: E No: E

New School Details (i.e. school receiving the transferred SWD application and funding allocation)

School Name:

Location: E No: E

Each school will have provided you with information regarding the SWD program application transfer process and purpose. Further clarification is available upon request from the principal.

* Please forward completed consent form via email to:

Catholic Education Melbourne Email: [email protected]


CECV 2018 SWD Application Guidelines · Page 2 of 60 CECV Students with Disabilities Application...

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