my Churchill REPORT · 2014-09-12 · Churchill!Fellowship!Report!2010!!!!...

Brenton Pedler Churchill Fellowship Report 2010

THE WINSTON CHURCHILL MEMORIAL TRUST OF AUSTRALIA

Report by Brenton Pedler

2010 Churchill Fellow To research Alternative Education programs overseas incorporating how their

successful outcomes are measured.

I understand that the Churchill Trust may publish this Report, either in hard copy or on the Internet or both, and consent to such publication. I indemnify the Churchill Trust against any loss, costs or damages it may suffer arising out of any claim or proceedings made against the Trust in respect for arising out of the publication of any Report submitted to the trust and which the Trust places on a website for access over the internet. I also warrant that my Final Report is original and does not infringe the copyright of any person, or contain anything which is, or the incorporation of which into the Final Report is, actionable for defamation, a breach of any privacy law or obligation, breach of confidence, contempt of court, passing off or contravention of any other private right or of any law. Signed Dated

2 Brenton Pedler Churchill Fellowship Report 2010

Table of Contents Page Introduction 3

Executive Summary 4

Programme 5

Main Body 5

Conclusions 26

Recommendations 29

It should be noted that the research and creation of this project is intended to provide an outline only of the topic matter. It is not designed to be a dissertation, for education is an area of constant change and debate. It is the one area of life where most people in the world can claim an opinion based on first hand knowledge. So in a small way we are all experts on the subject. The opinions and thoughts gathered from a sample of schools, students and educational practitioners should not be perceived as providing the answers to every country’s woes about education. The views expressed here are mine and are not reflective of the NT Department of Education. My thoughts are backed by personal and Internet research, enhanced by discussion with other educators around the world. Most of my opinions are intended for the NT, although some ideas may possibly benefit other parts of Australia as well. The author spent time in schools, largely chosen from research started in Australia, asking questions and observing students, teachers and school administration. Opportunities abroad added to the list of sites visited. Schools in the US, Canada, Denmark and England were investigated and below is the summary of my findings.


Introduction I have been involved in alternative forms of education for twenty years. I include my years working in an Outdoor Education centre and after that, my own alternative approach to teaching Physical Education in a high school. For the past eight years I have been involved in a program called Alternative Education Provision (AEP) since its inception. This program was initiated in 2004 as one of the NT Department of Education and Training’s responses to affect the commitment to diversionary programs that might help wayward students back to the classroom in the Northern Territory.

Like many pilot programs, AEP started with a good budget and reasonable resourcing which over time have been eroded due to department budget cuts. This paper will highlight how alternative programs at different locations around the world are resourced and managed to provide for students who are marginalized from education for a variety of reasons.

Acknowledgements I am extremely grateful to the Winston Churchill Trust for the opportunity to conduct this research. Many places I visited were amazed with the scope of what the Trust offers to everyday Australians. As a representative of the Winston Churchill Trust I have been able to make valuable connections and gain insights to an area of education that is likely to grow in years to come.

I would like to thank my referees Kath Midgley and Leon Zagorskis. Without their kind words and support, this research would not have been possible.

I wish to dedicate this report to all the people who gave their time so generously and made me feel welcome in their schools and workplaces. In particular thanks go to Cameko and Jason, students from Life Learning Academy on Treasure Island, San Francisco for showing me through your school and your explanation of how the school has changed your lives. A thank you also to the homeless people I spoke with in San Francisco for your insight and thoughts about your city. Thanks also to all the students of Alternative High in Calgary, Canada. Your performances at the Mayfest 2011 fundraiser were inspirational, original, honest and a joy to watch. Thanks also to Jonas and Kasper, students who showed us around Godvad Efterskole; your English is much better than my Danish. Thank you also to Anja Thorstrupp for helping with some of the interpretation. Lastly but not least, thank you to my wife Marion for being my scribe during some of the interviews and for your unfailing support over the years of my working in Alternative Education and putting up with my late nights at work. Lastly, thank you to the AEP team in Darwin for your support over the years and Julie for your proof reading forte. More names appear throughout the report. Apologies to anyone I have omitted. You all show passion and dedication to your work while maintaining a cheerful outlook. Thank you all for your time.


Executive Summary Brenton Pedler, Alternative Education Provision, NT Department of Education & Training. PO Box 40471, Casuarina NT 0811. Mobile 0429829687, Fax 89222110

Project description To research overseas Alternative Education programs and the methodology they use for measuring ‘successful’ outcomes. The plan was to visit schools in operation, talk with staff and students and get a sense of their goals and challenges.

Highlights • USA – youth in crisis are easily stereotyped as people who take from society. Here students are

motivated to give and receive support, develop responsibility and judgment. Focus is on academic, vocational and social skills. Strong community desire to help under privileged youth.

• Canada – weekly Democratic General Meetings provide student mentoring. Two-way respect and positive attitudes to student individuality. An inspirational Mayfest concert. Clever building design, low teacher/counsellor to student ratio, realistic subject outcomes and behaviour focus, Creating Trauma Sensitive Schools training. Alberta is the only province with Charter schools.

• Denmark – a short-term Boarding facility with functional learning curriculum, admirable student/teacher relationships with a feeling of ‘home’, enterprise approach provides income for Production Schools through authentic production in every workshop.

• UK – a purpose built Autism Spectrum Disorder school incorporating a residential wing, exceptional school connections with sponsorship, staff/student ratio is low, support staff are valued and used extremely well. Schools uniting together in hubs, sharing resources, budgets and external services.

Conclusions Australia has a habit of following education trends from around the world. What we sometimes fail to do is learn from other people’s mistakes and findings. 1. The move towards partnerships with private companies or organisations. The Charter School

belief is that greater autonomy and competition between schools will produce better outcomes for youth. The USA has passed legislation in most states. Alberta is the only Province with them in Canada, where they make quite an impact. The Free School movement in Finland has prompted UK futurists to adopt similar Academies as the way to improve school performance. Alternative Education centres are growing in other countries. They link with industry, NGOs and have working partnerships with local council and other schools. At least five UK schools recognise that Autism needs a separate approach. There are no ‘inclusion’ issues at these schools.

2. Behaviour issues on the rise. Many schools in Australia try Alternative Education classes within their school as a way to cater for students who do not work well in conventional education settings. Suspension is often used when other alternatives fail. Other countries recognise that these students operate better away from schools. Child centred approaches look at student needs and explore reasons behind the behaviour and lack of social skills. Schools designed to cater for Alternative Education have the attitude that goals are designed to meet the needs of these students and build social and career skills necessary for them to function as part of society.

3. Parental involvement in Suspensions/Exclusions and Arrests. Based in legislation, students can be excluded from schools, short term or permanently in many parts of the world. Governments are also focussed on reducing truancy in schools. Not much is heard about the positive measures regarding truancy, but punitive measures appear regularly in the press. Parents arrested in America for failing to get their children to school. A woman jailed in another US state for her ASD son not attending class when he had a bad day. Education, justice and health departments in Australia need to ensure they are working together to avoid these extreme measures.

Method of Implementation and Dissemination I will discuss my experiences through presentations to community groups and professional bodies; media publication; liaison with and distribution of findings to the NT Department of Education & Training, and additional interested organisations.


Program San Francisco, USA (2nd -‐ 10th May) Life Learning Academy Flex Academy Five Keys Charter School Bayview YMCA Care Program Delancey Street Foundation Truancy Assessment & Resource Center (TARC) Sherriff’s Annual Resource Fair Calgary, Alberta, CANADA (17th – 26th May) Alternative High School Calgary Science School Hull School Child and Family Services Silkeborg & Skanderborg, DENMARK (30th May – 7th June) Godvad Efterskole Silkeborg Produktionsskole Skanderborg Produktionsskole Milton Keynes & Cornwall, UK (9th – 21st June) Walnuts School Milton Keynes Behaviour Partnership Caradon Short Stay School Pencalenick School

Main body The purpose of my trip was to investigate alternative education programs and find out how they measure their success. The way that AEP in the Northern Territory has measured success is based on data of students returning to school, training or work. I was interested to see if other programs overseas measured ‘success’ in the same way or if they used some other means. In planning visits to each school I had a list of questions I thought could act as defining differences in each location. The trouble with this approach was that no locations I visited operate the same as those in the Northern Territory. Each has its own set of operational guidelines, driven by educational authorities and sometimes by a private Board of Directors. Funding sources play a role in how some programs operate along with specific needs of the client group and where they fit into local education, health and justice plans for the state, province or local authority. It is notable how each location has some unique attributes to offer in the area of alternative education. My approach was to have an initial meeting for an hour or two, possibly incorporating a tour, so I could ‘get a feel’ for each location. This was followed up where possible by a second longer visit, where I could meet with staff and students,observe lessons, lesson planning, and ask questions that emerged from the first visit. I was often provided with literature on planning, recording and school philosophy.


San Francisco, USA

Life Learning Academy (LLA) http://www.lifelearningacademysf.org/home.html Life Learning Academy website’s overview and mission statement reflect exactly what goes on there in real life:

“Overview The Life Learning Academy is a San Francisco Unified School District Charter School serving high-‐school aged youth who have been involved in the juvenile justice system, or who face challenges including serious school failure, gang involvement, poverty, abuse, and substance abuse. Mission Statement The Life Learning Academy is committed to creating a nonviolent community for students who have not been successful in traditional school settings. LLA welcomes students into an 'extended family' which motivates everyone to give and receive support, develop responsibility and judgment, and build the academic, vocational and social skills necessary to be successful.” 1

Life Learning Academy was formed by Delancey Foundation as part of a juvenile justice reform effort to reduce youth incarceration and recidivism. Much of the students’ learning is project based and reinforced by peer mentoring. The school has a strong philosophy of giving. The term ‘each one teach one’ defines a very powerful mentoring model based largely on the Delancey Street Foundation. LLA staff developed ways for students to be able to share with and teach each other what they have learned through their studies. Life Learning Academy is successful in it’s goals because there are no second chances. The school’s Principal Teri Delane’s life reflects a similar story to her students. She was a teenage prostitute, drug addict and school dropout. The Delancey Foundation turned around Teri’s life and she still plays a vital role on their Board. She now has a Ph.D in clinical psychology which she uses on a daily basis, constantly challenging her students to better themselves. Many of the students refer to her as a ‘second’ or ‘only’ mother figure in their lives. Students at LLA have come from some harsh backgrounds and Teri is not someone to sugar-‐coat things. She helps the students focus on the hard realities that confront them and they trust and believe in her because she has trodden a similar path herself. It is no surprise that LLA became 2010 Charter School of the year. Their online DVD explains their success. 2

San Francisco Flex Academy http://www.k12.com/sfflex/ Flex Academy is another Charter School. They are a growing phenomenon in the US. Since 1991, 40 out of 50 states have introduced Charter School legislation. The reasons are best explained by the US Charter School website:

“Charter schools are nonsectarian public schools of choice that operate with freedom from many of the regulations that apply to traditional public schools. The "charter" establishing each such school is a performance contract detailing the school's mission, program, goals, students served, methods of assessment,

1 LLA home page http://www.lifelearningacademysf.org/home.html 2 LLA award http://www.lifelearningacademysf.org/ccsa_award.html


and ways to measure success. The length of time for which charters are granted varies, but most are granted for 3-‐5 years. At the end of the term, the entity granting the charter may renew the school's contract. Charter schools are accountable to their sponsor, usually a state or local school board, to produce positive academic results and adhere to the charter contract. The basic concept of charter schools is that they exercise increased autonomy in return for this accountability. They are accountable for both academic results and fiscal practices to several groups: the sponsor that grants them, the parents who choose them, and the public that funds them.

Parents and teachers choose charter schools primarily for educational reasons; high academic standards, small class size, innovative approaches, or educational philosophies in line with their own. Some also have chosen charter schools for their small size and associated safety (charter schools serve an average of 250 students).” 3

During the time I was in San Francisco, Flex Academy was in the process of opening two more sister schools in California. 2011 was the inaugural year for San Francisco Flex Academy, with 70 students. Next year it anticipates 150 students will be enrolled. It is located in the centre of the city, an area where attendance has traditionally been a problem. The state of California accounts for one fifth of the country’s 5,400 Charter Schools. Photo -‐ Students “in class” at SF Flex Academy 4 Flex Academy’s practice is for students to do 70% of its course online. Two teachers oversee the students who are seated in corrals in front of their computer. At the time of my visit I was surprised at the focus shown by the majority of the students. Only a few were talking to each other and this may even have been about their work. Students have five 80-‐minute periods a day, separated by five-‐minute breaks, recess or lunch. Apart from their independent study they have breakout sessions for small group discussion with a teacher. The San Francisco Flex Academy sees itself as a ‘Hybrid Charter School’. It directs the public (potential parents of students who may wish to join their school) to articles on the school website that promote the benefits of hybrid and ‘blended learning’.

Five Keys Charter School, San Francisco http://www.5keyscharter.org/ Five Keys Charter School partners with the San Francisco Sherriff’s Department to educate inmates and ex-‐offenders within the jail and post-‐release systems. They were the first charter school in the nation to operate inside a jail. Restorative justice plays a large role in their approach to getting students back on track. The five “keys” in Five Keys refer to education; employment; recovery; family and community. 3 SF Flex Academy http://www.k12.com/flex 4 source: http://www.edweek.org/dd/articles/2011/06/15/03hybrid.h04.html


According to Five Keys Charter School:

“The research shows that specific treatment interventions including development of cognitive skills, alcohol, drug and sex-‐abuse treatments, vocational training, education and other prison-‐based educational programs are all successful at reducing recidivism. “ 5

The partnerships in The Bay area, encouraged by Five Keys Charter School, are promoting real opportunities for employment and to treat addiction, rehabilitation and recovery. Family is a common theme in many of the programs offered through their strong desire to bring students and family back together. The greater the range of help afforded through community partnerships, the better Five Keys Charter School is able to assist their students. Independence High is the point of access between detention/jails and the post release community. Students are enrolled in community-‐based programs where they can accelerate credits for completing California Department of Education requirements for Independent Study Programs. It is also available for working students. Students meet with a teacher on a weekly basis as they complete independent study courses needed to earn a high school diploma. This is the interface between Five Keys Charter School and the Bayview YMCA. The CARE program at Bayview is separate to and linked with Five Keys Charter School. Organisations like the YMCA provide a number of supports to help these teenagers ease back into society. They include programs for youth employment, substance abuse treatment, a residential treatment program for women and children, and other services necessary to achieve and maintain safe and healthy lifestyles.

Bayview YMCA CARE Program, San Francisco http://www.ymcasf.org/bayview/what_we_offer/for_teens/center_for_academic_reentry_and_empowerment The Center for Academic Re-‐Entry and Empowerment (CARE) program provides intensive educational support, youth advocacy & leadership engagement activities. It is based on building life skills, an empowerment curriculum, health and wellness programs, financial planning, recreational activities, and a mentor program. The CARE program started in 2008. The Centre’s Director is a one-‐time 49ers Super Bowl winner, Eason Ramson. He provides the motivation that is needed by the students to succeed at Bayview. Eason has been where many of the youth come from. He had a highly successful Pro-‐football career then went to prison because of his drug addiction. The program encourages youth between the ages of 13 and 17 years to move away from a life on the streets; stop being truant from school and consider the merits of academic achievement. Parents, volunteers, local businesses and merchants are called on to support the students, as good results here are also good for the community which is a low socio-‐economic demographic. Positive images are painted and happy posters displayed on large walls throughout the community. The program calls on the Community for support with statements like “As a community, we must remain 5 retrieved 7 August 2011 from Five Keys Charter School Website: http://www.fivekeyscharter.org/index.php?option=com_content&view=article&id=75&Itemid=87


cognizant that if our kids do not show up in our classrooms, they will surely show up in our juvenile halls, prisons and funeral homes.” The CARE program is based on a ‘Circle of CARE’, which involves a holistic approach focused on providing assistance to meet the student needs, strengths and challenges. There are incentives for good attendance and consequences for poor attendance. Students who complete the nine-‐week program will be given a ‘map to graduation’ and the support needed to make it there. Not all students succeed in graduating year 12, but other options are available. The General Educational Development (GED) Test is designed for people who, for various reasons, do not graduate from high school but want a certificate equivalent to the traditional high school diploma. The examination tests knowledge in five subject areas: Language Arts, Writing and Reading; Mathematics; Science; and Social Studies.

Delancey Street Foundation, San Francisco http://www.delanceystreetfoundation.org/ The Delancey Street Foundation is a residential self-‐help organisation for former substance abusers, ex-‐convicts, homeless and other people struggling to fit in with society expectations. Even though the Delancey Street Foundation was set up for adults, it has far reaching connections that make it unique. This community is well worth a visit. It is awe-‐inspiring. If you have the time, it might take days to read through all the information on their Website, but you would be well rewarded for your patience. The ‘each one teach one’ practice that takes place at Life Learning Academy on Treasure Island came from Delancey Street. The Principal, Teri Lynch-‐Delane still lives at Delancey Street. I had not intended to visit Delancey Street, although I knew there was a link to Life Learning Academy. However after visiting the charter school and meeting the driving force behind many of the students’ aspirations, I needed to see where it originated. I am indebted to Aubria for showing me through her home.

Photo -‐ The Delancey Street Family 6

6 source: http://www.delanceystreetfoundation.org/wwa.php


School students who have gone off track are never an overnight phenomenon. Somewhere in these student’s past or present is a family in crisis. Delancey Street Foundation is an amazing story of people helping themselves. The three primary rules of Delancey Street are also applied at Life Learning Academy.

1. No physical violence; 2. No threats of violence; 3. No drugs or alcohol.

If any of these rules are broken, the perpetrator will be asked to leave. People wanting to enter Delancey can be referred or refer themselves. Interviews are conducted either on site or in jails, by residents who have lived at Delancey long enough to understand the Delancey Street values. Telling the truth at interview is critical. Anyone found lying at interview will be asked to leave as telling the truth about your past is an important part of the change process. New residents are expected to sign up to live for two years at Delancey as this is seen as the minimum time needed to turn a life around. It is not an easy path and residents will have moments where they find it hard to maintain the change they seek for themselves. They are guided through the different phases of their time at Delancey. The immigration phase can generally take six months. During this time they start with menial maintenance jobs and group accommodation. Cleaning is often a consequence of making a mistake or ignoring responsibilities. This reprimand is also used and gracefully accepted at Life Learning Academy. As residents improve, privileges are earned along with responsibilities and rewards. When good work habits and positive interaction skills are learnt there are opportunities to learn vocational skills at one or more of the many different enterprises run by Delancey Street. Some of the vocational skills generate income for Delancey including:

• Furniture removal • Construction trades • Auto maintenance • Bookkeeping • Culinary arts including café • Restaurant and catering skills

Education is encouraged, residents are tutored towards a high school equivalency diploma, and other in-‐house classes are provided. Here is a classic example of the good that can come from building strong connections in the community and making people feel valued, regardless of their background.

Truancy Assessment & Resource Center (TARC), San Francisco http://www.ymcasf.org/who_we_are/news_and_press/118 Whilst at the Flex Academy I saw a TARC flyer. This program is designed to reconnect truant children back with school. As I left Australia a similar program was waiting on legislation before it could start in Darwin. TARC collaborates with YMCA Urban services, a host of government organisations and Huckleberry Youth Programs. They have a huge task, as “On any given day, there are nearly 5,000 habitual and chronically truant students on the streets of San Francisco.” 7

7 TARC website http://www.ymcasf.org/who_we_are/news_and_press/118


TARC has only been in operation for about 12 months. It is part of YMCA, which has been working in the area of truancy for over 10 years in San Francisco. It is located in the same building as the counsellor for the San Francisco Unified School District (SFUSD) along with members of the Huckleberry House support team. Huckleberry House is a community-‐based organisation, which works with youth on the street supporting them in a variety of ways. TARC have two levels. The short-‐term program works to transition students back into education. The long-‐term program is for students they have had for more than two years, called TIP (Truancy Intensive Program). A lot of TARC’s work is in advocacy, trying to educate the community. They produce many flyers and deliver information sessions to the general pubic to let them know what they’re trying to do. TARC is linked and financed by SFUSD, Juvenile Justice, the Mayor’s Office and Sheriff’s Department.

2011 Sheriff’s Annual Resource Fair, San Francisco The Reentry Council of the City and County of San Francisco coordinates local efforts to support adults exiting the San Francisco penal system. The council is composed of 23 members. It includes membership from 16 government bodies that deal with the Justice system. The Mayor’s Office and the Board of Supervisors appoint the remaining seven members. The appointees must be former inmates of one of San Francisco’s correctional facilities. The San Francisco Sheriff’s Department and an array of community partners held the Sixth Annual Resource Fair for formerly incarcerated people on my last day in San Francisco. The Sheriff’s Department, Chamber of Commerce and the Office of Economic and Workforce Development host the fair. The Sheriff’s invitation was meant to provide individuals with opportunities to link with

employers and paid training programs in the community. It also serves to facilitate positive integration with families and the community in an attempt to reduce recidivism. The hall was filled with over forty service providers, employers and social programs in areas of education, substance abuse treatment, life skills courses, vocational training and job placement.

Photo – Sheriff’s Sixth Annual Resource Fair 2011. The atmosphere was very upbeat and positive, the former inmates were busy networking with each other and meeting people who could help turn their lives around. One of the most popular stands was a YMCA program, aimed at connecting families with a network of local service providers.


Calgary, Alberta, CANADA

Alternative High School http://schools.cbe.ab.ca/b863/home.html Alternative High School (AHS) is very alternative and ‘proud’ of it. The students actively pursue their goals while being supported by school staff members who recognise and accept the individuality of their students. Students are referred, or apply to come to AHS because they are ‘different’. Traditional schooling does not always cater for overly quiet, overly loud or unconventional methods of learning. Many AHS students did not fit in at their previous school and were bullied for being different. Many suffered from anxiety and could not connect with their teachers. At AHS ‘respect for space’ means students are accepted for who they are. AHS has a distinctive approach that has been tested over the past 30 years and proven to work. In the beginning the school was seen as a place for students with drug addictions. Only a couple of students would pass year 12, now around forty percent or more graduate each year. Whatever the coping mechanisms are for some troubled students, they are usually the end result of some trauma in that young person’s life. Strong processes are in place at AHS to help overcome and make positive change to those previous experiences that inhibit a successful approach to school education. The ‘Circle of Courage’ philosophy is embraced at AHS. It seeks to unite the four aspects of Belonging, Mastery, Generosity and Independence to provide guidance for students throughout their time at the school. Students are encouraged to take an active role in the running of the school through Democratic General Meetings, held weekly and teacher mentoring where each student is treated with respect for who they are. With this respect comes the responsibility of students to respect the space of other people, and their own commitment to attendance and their studies. AHS follows the same Canadian Board of Education curricula as conventional schools and takes part in the same exams, worth 50 percent of the final grade. Leslie Feist, a Grammy award winning Indie Pop singer/songwriter, was a former student at Alternative High School. She visited the school in 2008 as a guest for one of their Monday Speaker Sessions. An article posted on the school website describes the occasion. “This place saved me”, she told the students. She became quite emotional as she talked about how much it meant to her as a student to finally be treated as a person, to be accepted for who she was, to be treated fairly, to be respected, and to have a voice in the operation of the school. 8 This is a strong commendation for the schools motto ‘Freedom to be who you are’. The highlight of visiting AHS was an invitation to attend the Mayfest school fundraiser one evening in May. The other fundraiser for the year is Folkember in November. Proceeds go towards charity and to the school. The students decide which charity and what percentage of the proceeds they want to donate. The four dollars entry fee can be reduced to three dollars if you bring a food item, which will then be sold to make more revenue at the bake sale. There are many things to see and do at Mayfest, including student art items for sale, face painting and a Silent Auction, with donated items from local businesses. The program revolves around student performances, then a break to bid on silent auction items or purchase other items. Students’ performances are chosen by themselves with support from school staff. 8 Alternative High School website http://schools.cbe.ab.ca/b863/aboutus_media.html


One of the performances was DVD filmed on a mobile phone about a student’s life living on the street. How much of it was based on past experiences (if any) is hard to guess, but the impact was tangible. The performances served to draw out the innermost feelings of some students while allowing each to be the individuals they are, without criticism from their peers. There was one child on stage who when he first came to the school would

hardly speak to anyone. He got up on stage with everyone else for the closing song because he felt like he belonged to the school group. His apprehension may have gone unnoticed at his previous school. Being at AHS has helped him to feel comfortable and accepted. This concert catered for both the extroverts, and there are lots of them, and those who have suffered from anxiety at previous schools.

Photo – Mayfest 2011 Masters of Ceremony.

Calgary Science School http://www.calgaryscienceschool.com/ Calgary Science School (CSS) is one of only thirteen charter schools in Alberta. In 1994 Alberta passed enabling legislation, which made it the only province in Canada to have Charter Schools. There are 106,000 students in the Calgary Board of Education (CBE) area, with 600 teachers. CSS has 600 students from years 4 to 9. They pay 600 dollars a year in fees and the school is that popular, children need to be enrolled five years ahead to secure a place. The funding for CSS comes from Alberta Learning (the provincial body). As a Charter School CSS students are still subject to province tests, in which they do quite well. The 2010 Accountability Pillar summary tests all schools in the province using a common set of performance measures. Results show CSS having higher averages than Alberta in most areas. 9 Funding wise, traditional schools in the Calgary area may receive $150 per student whereas CSS can get $1,400 per student because they’ve eliminated a lot of administration. The school comprises 24 core teachers who specialize in either science or humanities. There are three fine arts teachers for music, art, drama and two PE teachers as outdoor education is a popular part of the curriculum. Students have a ‘service learning’ lesson once every ten days where they learn to do something for the community. They’ve been in operation for 12 years with their main focus on Enquiry-‐Based Learning. Laptops and other electronic equipment are used to enhance learning such as iPhones. Next year they’ll be using iPads as the laptops may be redundant. They use Macintosh computers exclusively. Apple train CSS staff when needed and help upgrade equipment and recommend other ideas. An example of how technology is used at CSS, involves the year nine students learning about the local municipal elections for the mayor of Calgary. Students were interested in the whole process, so they invited all the mayoral candidates to visit the school and 9 Calgary Science School 2010-‐2013 Education Plan & Results Report: http://www.calgaryscienceschool.com/about/publications/plans/


give a presentation about why they should be elected mayor. Six out of thirteen candidates accepted. The eventual winner of the mayoral race was someone who accepted the invitation. He attributes much of his victory to being involved in the presentations. The CSS students’ video taped the interviews and streamed them to another dozen schools in the district, which were also interested in following the process. The students also discovered that the 18 to 24 age group had a low turnout at the polling booths as voting is not compulsory, so they contacted the local university for their viewpoint. The winning mayor also appeared at that meeting. The upshot of the CSS university visit was that more young people voted. Even though the year nine students couldn’t vote in the election, their parents could, and the eventual winner was aided by the airplay he received through this process. CSS use outside IT for support as well as a dedicated person from within the school. About 10% of the student cohort is ‘coded’ in the moderate area. ‘Coding’ is the term used for determining special educational needs in students in Alberta. CSS is one of 250 schools in Alberta involved in a survey about students’ success in a number of areas, compared to other schools across the country. CSS measure the success of the students through the province wide tests as well as a new approach with portfolios, where the students have examples of different work pieces. Some of this can be uploaded through QR Codes. This looks like a bar code on a piece of paper pinned to a noticeboard. To upload, students scan the code with their iPhone, to get an electronic assignment. Part of being a charter school is that all the charters established in Alberta are expected to be sites of innovation and research as part of their charter. CSS has created a blog spot where they share their practice with other schools. Anyone can log on and see an example of good teaching practice. They will invite other schools in to share a sample lesson, go away, try that in their own school and then come back with feedback. There is a Professional Development Collaborative Outreach Coordinator at CSS. He has two roles: one as a learning coach for the staff and the other, to develop partnerships and share best practice teaching information with other organisations and schools. He believes the enquiry model used by CSS provides a balance between structure and freedom for the students, because it’s neither teacher nor student centered. The focus for learning is on something separate to teacher and student. This enquiry method is a disposition, not pedagogy; it’s more about how you think about what you do and how you view the world. For example, the students do not need to know what a scientist knows, but how a scientist knows what they know.

Hull School, Calgary http://www.hullservices.ca/hullschool.aspx Thanks to Kris Reinhardt, Principal of Alternative High School, for the introduction to Hull School. William Roper Hull School is operated as a partnership between the Calgary Board of Education and Hull Child and Family Services. Their programs focus on the development of academic and vocational skills for students with behaviour and emotional difficulties. Students are primarily referred through Hull Child and Family Services and the Calgary Board of Education's Special Education Services Department. Hull school is situated on the grounds of Hull Child and Family Services.


Hull started as a farm. The owner was a prominent businessman in Calgary and donated his farm to create a school for helping kids with emotional and/or behaviour problems. One third of Hull students are day students, a percentage live at home, the rest may be living in foster care or other arrangements. The day students with diagnosis mainly have Autism Spectrum Disorder concerns or cognitive delays. All students attending Hull have been ‘coded’ (assessed for special education). The students who attend Hull are normally in the severe category. About two thirds of the school population attending Hull are referred through social services, and live on site. Another separate section of the school, in a securely fenced area, is for court directed clients, referred for their safety and the safety of others. Every student at Hull is treated individually and has a personal program designed by the Hull teachers. They also have a Behaviour Support Plan, written by the Hull counsellors. Hull has four satellite programs: one in an elementary school, two in middle/junior high schools and one in a senior high school. Hull’s client base ranges from K to 12. Hull did not start with senior high students but this area is increasing in number. The satellite programs, usually a separate classroom in other schools, are for transitioning clients from Hull back into conventional classrooms. The average time for students staying at Hull is more than one year, depending on individual circumstances. Some have been there for more than five years.

Photo – Hull student weekly goals, clear for all to see.

A new focus at Hull in 2011 is on creating Trauma Sensitive Schools. All staff will be trained in this initiative from the Calgary Board of Education (CBE). It is based on a text called “Treating Traumatic Stress in students and adolescents” and teaches how to foster resilience through attachment, self-‐regulation and competency. The class sizes at Hull are usually no more than ten, with one teacher and two counsellors, so the ratio is either 1:3 or 1:4. Calgary Board of Education funds all staff wages, but the majority of other funding comes via sponsorship from Hull. Hull is exempt from student provincial testing, having argued the case that it’s more traumatic for the client, as it will lower their self-‐esteem and is counter productive. The measure of success for their program is based on achieving behaviour goals set out in the student’s Individual Personal Program. These will have some long term and some short-‐term goals, set and reviewed on a weekly basis for the students. In each classroom, goals are displayed on a chart for each student. Wording of goals is always in a positive framework, looking more at the privileges for doing the right thing. The Hull program is designed to change behaviour, so students are given some extrinsic rewards to help motivate their behaviour. Good behaviour is the major focus of each day at school. As I walked through the school there was an air of calm throughout the building. I believe building design had contributed to this, as the central corridor was filled with skylights and natural light helped dispel the feeling of being inside. I did not


witness any angry outbursts from students; they appeared to be attentive and polite when interacting with staff. A section of the school works on career education for the older students. There are a number of practical subjects with ‘real’ world outcomes. They have a full automotive workshop and employ a specialist mechanic. The students have completely restored one Harley Davidson and most of another one. They also restored an old hot rod. There are strong links to community. Hull has a woodwork shop containing a donated totem pole for them to restore. They are currently working out the original colours and when finished it will be displayed in the school. They are also involved with the Calgary Stampede, an annual major event in Calgary.

Even though Hull is exempt from provincial assessments the CBE curriculum is followed. Hull is investigating some more online subjects, something the CBE is interested for them to persue. When they transition students back into conventional schools, students normally start on creative arts subjects, to guarantee more success. Like Alternative High School, Hull follows the same four Circles of Courage based on principles of belonging, independence, generosity and mastery.

Photo – Hull automotive workshop. An area is set-‐aside in the library where one teacher works on the students’ literacy. It is based on the Kaplan program, which was invented in Canada but has since been sold to America. It focuses on sounds, phonics breaking words down into basic parts, and over the year, the students may improve by two grade levels. It doesn’t suit everyone’s needs, but the results justify its use, they’re very happy with it.

Silkeborg & Skanderborg, DENMARK

Godvad Efterskole http://www.goed.dk/ Danish students must attend school until year nine. This is followed by four academically oriented general upper secondary programs, which can lead to trade training, academic study or university. For students who struggle in ‘youth’ education (up to year 9) other options are available, including continuation school (Efterskole) and production school (Produktionsskole). Danish continuation schools cover year 8 to10 of mainstream education. Students can stay in continuation schools for up to three years. Godvad Efterskole is one of the largest continuation schools with just over 90 students. Continuation schools are boarding schools aimed at socially vulnerable young people with fewer resources and who may be significantly weaker than average, academically. This strand of education ensures a vocational pathway and avoids interruption in their education.


Like all continuation schools, Godvad is a private independent school, which receives subsidies from the State. The School Board has the overall management of the school and is responsible to the Ministry of Education. Godvad first started in 1981, with strong emphasis on farming. Previously, carpenters and farmers were employed to teach the students, now there is a mixture of teaching and trade staff. There are eight sections at Godvad on a twelve-‐hectare farm:

*Agriculture *Gardening *Kitchen *Services & Health *Textile *Music & Drama *Wood & Metal *SUM workshop

Student accommodation is separate for boys and girls with two per room and twenty students per building. There is a computer lab in each building and a separate living area for socialising. Room inspections occur daily. Students rotate through the eight sections. In their first year they do everything on offer, swapping every three weeks. In their second year students can choose where they work and rotate every six weeks. The school is virtually self-‐sufficient:

• Livestock include pigs, deer, sheep, cows and chickens. Compost used in garden. • Gardens supply enough produce so they cook for themselves. • Students learn how to look after themselves and get a feeling for jobs they might like. • All students set tables, clean up, wash floors and clean windows. • The kitchen buys vegetables from the gardening section. • Students’ parents can order vegetables for students to take home. • The school makes revenue from selling vegetables. • Large orchard 80 apple and pears trees. • Bee keeping supplies honey to the local market. • Students over 16 years may operate the three tractors. • All animals are grown to eat except one orphaned calf, so the students looked after it as a pet. • The Textile section use wool from sheep and deerskin.

Some have been in conventional schools before and it didn’t work. Regular schools have too much theory for some students, whereas this school is more practical:

• If a student asks a question, it is the basis of a lesson. • Some students are classified as special needs, some with medication. • Students are exempt from regional examinations. • Teachers’ report with psychologist and paediatrician to say who is suitable. • A lot can’t write, or calculate basic mathematics. • From here they may go to a production school.

The original intent for Continuation Schools was to educate students for life. To prepare them with skills they would need to be a useful member of society. The focus from the Ministry of Education is now on more academic results. One of the reasons for government cutbacks on education was the drop out rate of 15 to 16 year old apprentices. Some boarding schools will close in the next five years due to these cutbacks. Photo – Godvad nursery.


The new target for Godvad School is to find an apprenticeship for their students. Success at Godvad has always been achievable because the students live so close together, they are watching each other and learning and helping each other to succeed socially. Many have never been in a good family situation so trust and respect have had to be learned at school. An interview with one of the staff members outlined some of the reason students come to Godvad.

• Many are from poor family backgrounds. • Some have foster parents, or have been in institutions all their life. • Others live with one parent or between parents. • Some parents divorce or they can’t talk to each other for one reason or another.

As the teacher Ole said, “Some students come here as an adult in a child’s body. We bring them down to a child again and then they can become an adult later.” Students refer to teachers on a first name basis, as they do at all schools in Denmark. For the first two months students do everything together, socialising, playing games, so that everyone gets to know each other. When students’ leave Godvad they are given a CD of their life during their stay.

Silkeborg Produktionsskole, Denmark http://www.silkephs.dk/ The Production School (Produktionsskole) model started in Denmark about 30 years ago at Hobro, near Silkeborg with farming being the focus. The school has 150 students, and caters for 16 to 25 year olds. Students are often referred by the UU (Ungdommens Uddannelsesvejledning, or ‘Youth Education’) to provide a break of one year to sort out some goals for their future. UU Centres are located throughout Denmark. The supervisors in UU provide personal guidance to students in public school year 6 -‐10 classes and other young people under 25 years old. They guide students who, without their help may have difficulty choosing to commence or complete a secondary education. The Production School model is expensive and in recent years the Danish government investigated other options that could produce similar results at a lesser cost. None were found that could replace the current model. The model is in fact gaining popularity throughout Europe with other nations choosing to adopt this socially acceptable option. This model helps students become responsible for their own behavior and show respect for other people. At its core the Production School model encourages would be education system dropouts to re-‐engage with society in a supportive way:

• It has clear and achievable guidelines. • Is individually focused and is non-confrontational. • Students learn to take responsibility for self. • Students are involved in repetitive life skills lessons. • Work on projects that are motivational. • Goals set for students with the help of their teachers. • Promote a sense of family and responsibility. • Students plan their day with staff at 8am. • Breakfast at 9am served in a common dining room, staff and students often sitting together. • Attend workshops to learn and hone new skills for future careers or continuing education.


The model is designed for 16 to 25 year olds. It provides interaction with community as an essential part of its success, thereby avoiding social stigma that currently exists in Australia with young social welfare recipients. There are consequences for those that are unable to participate. These consequences are fair, clearly acknowledged from the outset and backed up by a counseling service that caters to individuals needs. The state pays a school allowance to students attending Production schools:

“The school allowance is regarded as ”wages” for the commodity/service sold by the school. The allowance is also to be used as an instrument for consequent pedagogical repercussions, as the young people’s wages are to be cut if they do not attend or come late.” 10

While at the school every student’s goals are updated with a teacher every three months. Silkeborg Production School has five counsellors to assist students in many areas other than education. On leaving the school, student progress is tracked for four months. While this age range falls outside the Australian school leaving age of 17 years, it represents a real attempt to guide young people toward becoming valued members of their society by involving society directly in the process. Photo – textile workshop.

Too often governments see ‘academic’ education as the panacea to improving their workforce. The Production School model provides a practical solution based on real-‐world projects and life-‐skills.

Skanderborg Produktionsskole, Denmark http://www.shpro.dk/ The Danes have a solution to a problem that exists in the NT. Every child in Denmark has a number that follows them from birth onwards. The same number is used in health and education. In Australia we have one for each. So, if a Danish child is asessed at UU as needing help with school and then moves to a different school, the record is forwarded on immediately because every child only has one number. Equally important are the clearcut financial arrangements, so if a child goes to a production school the money that is allocated to the child goes with them. School budgets comes down to how many children attend the school. The ratio at Skanderborg is 1.5 teachers to13 students. Skanderborg has approximately 160 students. The old Skanderborg production school combined with the Horning production school when both council areas combined. They are one of the bigger production schools in Denmark, the biggest may have 200-‐250 students. The school has 12 workshops. Their success rate is about 75% for students transitioning into education or work. 10 Danish Ministry of Education http://eng.uvm.dk/Fact%20Sheets/Upper%20secondary%20education/Production%20schools.aspx


I spent the morning in the Bicycle and Scooter workshop where students recondition or repair bicycles for the local community. They collect broken bicycles, strip them, clean, re-‐paint and put new parts on them, selling an almost new bicycle. There is no competition with the local bicycle shop. The school offer their service to areas nearby, but outside of the town area. Marianne, the school guidance officer, promotes the school as trying to motivate students to do things. She gave an example of a student who normally attends school on his motor scooter saying he could not come as his motorbike is not working. The school would pick up the student from home with his broken bike in a truck, bring him to school, fix his bike and he could ride home that day. Instructors at production schools are not all teacher trained, most are professional tradesmen, so the bike workshop instructor is trained as a bike and motor cycle mechanic. Another workshop ‘value adding’ was the special education group (STU). This group of students have more needs than most. It is a small group of about eight students with two teachers. Their workshop emphasis is working on life skills so that they can be part of society and happy. What they do is focussed around life skills, because production schools are about doing practical things. An example of student skills in this workshop is to gather old bits of furniture, fix and paint them to be either used in class or sell them. The Office and Shop workshop is where the school actually sell their items from a store

front at the school. They also organise and work out the stationery needs of the whole school. This workshop acts as a commercial enterprise, selling the items that different parts of the school make, including jewellery, art from the design workshop, metalwork, and woodwork. The media area makes up catalogues, so you can go into the shop or choose from a catalogue online what you might buy from the shop. 11

Photo – items for sale at the Office & Shop workshop. Skanderborg have a good system for checking students competency at each work shop they are trialling for the year. Magnetic strips with student names and different competencies are displayed in each workshop. They have a red/green/yellow category to plot their progress because some students struggle with understanding the competencies system. When asked how they’re going, some will say they don’t know, or that they are not doing much, even though they are but can’t see it. This is how staff have a constructive conversation with students. They show them their report, and show them that they’re competent in a particular area. The charts are a visual reminder for the students. At the end of their 12 months they get a certificate which outlines exactly what what they’ve

11 school website link (translated),then go to Butikken (shop) look under products: http://translate.google.com/translate?hl=en&sl=da&u=http://www.shpro.dk/&ei=Yc-‐HTomLFYafiAeU4PyjDw&sa=X&oi=translate&ct=result&resnum=1&ved=0CCMQ7gEwAA&prev=/search%3Fq%3Dskanderborg%2Bproduktionsskole%26hl%3Den%26client%3Dfirefox-‐a%26hs%3DFfX%26rls%3Dorg.mozilla:en-‐US:official%26prmd%3Dimvns


been doing, the workshops they’ve worked in and what skills they have developed. This report will go onto the next area of education they go to, or to an employer. The purpose of production schools is to give students:

• A break from strugling in education. • An opportunity to find some motivation. • Some social and practical skills to help them fit into society.

Of the 12 workshops, they might try 3 or 4 and they might decide to stay with one for a whole year, or they might vary it and change when they think so or when the teacher thinks it’s not working. Teachers check on student progress every 3 months and counsellor support is available at any time. They can transition into a variety of different educational steams when they exit from the production school. If a student is struggling to fit in at the production school, or they’re refusing to work or being too lazy, they may be referred back to UU and move into the Competence Centre. The Competence Centre is situated at the old Skanderborg Production school and there is no age limit for people who go there, it’s open to adults as well. A few years ago, the Danish Prime minister was concerned with the cost of production schools. Approximately 90 production schools cost the government one billion dollars per year. Research into other alternatives could find nothing better and in fact, the Danish model of production schools is being sought by other European countries, particularly Germany at the moment.

Milton Keynes & Cornwall, UK

Walnuts School, Milton Keynes http://www.walnuts.milton-‐keynes.sch.uk/ Walnuts originally began as a house bequeathed to the local Learning Authority for the use of children in need. It started as a primary school, five years later it expanded into a high school as well. The local council erected a new purpose built residential special school in 2007. Now with even greater demand, people are moving from other learning authorities (LA’s) so their children can attend Walnuts. There are 144 students, mainly from the Milton Keynes area and most have a diagnosis of Autism Spectrum Disorder (ASD). There are only about five of these specialty ASD schools in all of England. Students cover all ranges of the spectrum from non-‐verbal to high functioning autism. The teacher/student ratio is mostly 1:6 with support teacher assistance. Primary school classrooms have two handles on the door, one high, one low. Every classroom has a quiet room where students will often take themselves. Each classroom has its own unique set of students. They are mostly grouped according to their condition, whether diagnosed or undiagnosed, and their social acceptance of each other. Some students come to the school from mainstream schools where they couldn’t fit in, mainly through anxiety and not coping with general expectations. The main thrust of the Walnuts School is to build on students’ social skills so they can blend well with society. High-‐level teacher assistants are often put in charge of a class when a teacher is absent. This is preferred as relief teachers can unintentionally upset the smooth running of a classroom by creating an unwelcome change in the students’ day.


There is a special living unit where students practice independent living. They do this one night a week for a period of five weeks. Students move in, unpack, work out a shopping list, do shopping, then they spend the night living on their own, with slight supervision from a teacher in a room next door, if needed. Some students really relish this time alone. There is concern about the options available to students after they leave Walnuts, for good reason. “More teenagers in the UK are classed as ‘Neet’ -‐ not in education, employment or training -‐ than most other countries, according to the OECD.” 12 Students are assessed to see if they qualify for adult learning disabilities. If they do, they get their own budget and a package is put together. It could include going to a learning disability day centre, a suitable college course, or BTEC (VET) experience. Others will go to college. In 2010 some students left before age 19 and Walnuts tracked them. There is support in the college environment and students seem to manage. Walnuts are contemplating a post 19 years curriculum. Success in all UK schools is measured through the Office for Standards in Education, Children’s Services and Skills (Ofsted). 13They inspect and regulate al services relating to the provision of education and skills for learners of all ages. Ofsted is independent and impartial, reporting directly to Parliament. These inspections occur every three years. Their aim is to promote improvement and value for money in the services they inspect. There are four levels of grading from outstanding to inadequate. Key elements of reporting include:

• Recommendations based on school’s strengths and weaknesses • Evaluating the well-being of pupils as a whole • Assessing how schools ensure those most at risk can succeed • Evaluating learning and teaching in the classroom • Assessing how schools promote equality of opportunity • Procedures for safeguarding young people from harm • Fostering the engagement of schools in the inspection process • Taking account of the views of parents and pupils • Assessing schools’ partnership with providers to promote outcomes 14

Walnuts are also accountable to the National Autistic Society. Autism accreditation can lead to getting ‘specialised’ school status for special needs. Walnuts School recently received this status for Special Education Needs in Communication & Interaction by the Specialist Schools and Academies Trust. 15 There are now more than 300 Academies in the UK, this number is rapidly rising.

Milton Keynes Behaviour Partnership Thanks to Nick Jackman, Walnuts Head Teacher, for arranging an introduction with Dr. Neil Barrett, the Inclusive Education Manager for the Milton Keynes Behaviour Partnership (MKBP). Twelve secondary schools in Milton Keynes combined their budget for alternative education worth £3.8 million. The partnership has representatives from each school

12 The Telegraph, UK, 8th September, 2009 13 Ofsted: http://www.ofsted.gov.uk/content 14 The framework for school inspection, p5 Ofsted resources: http://www.ofsted.gov.uk/resources/framework-‐for-‐inspection-‐of-‐maintained-‐schools-‐england-‐september-‐2009 15 The Schools Network: https://www.ssatrust.org.uk/Pages/home.aspx


and the Local Education Authority (LEA). This new approach developed because previous attempts were ineffective. They doubled their capacity and efficiency over 2010, giving £2 million back to the schools. There were three main thrusts for the partnership proposal:

• The development of Personalised Education Centres (PECs). • The reshaping of externally provided alternative provision. • Support for schools to develop more comprehensive strategies to keep young people in

mainstream schooling. The MKBP Steering Group processes all referrals to alternative education. It consists of:

• Three secondary Head Teachers. • Three Primary Head Teachers. • Two Local Education Authority representatives.

Panel meetings occur once a month where all mainstream school reps and managers can look over the referred students list. They also have emergency intake when necessary. Entry is only by referral from the schools. The students only stay for a set time and must remain on their own school roll until an alternative is found. Dual enrolment can occur but the original school will always have responsibility to take the student back. The current Gatehouse School will be reconfigured as a secondary special school academy in 2012 with links to each of the PECs, the Medical Service and behavioural emotional and social difficulties (BESD) provision. In essence this represents one school on five sites. The new Gatehouse Academy will be the natural progression from the Romans Field Primary Pupil Referral Unit (PRU), a place for students excluded from primary school education. Academies usually come about because schools are outstanding or failing. Most academies are formed to improve failing schools.

“It is suggested that the new secondary school (Gatehouse) would offer a wide ranging accreditation framework focused on functional skills, (some traditional curriculum) or equivalents in English, mathematics and ICT, plus other commissioned curriculum from mainstream secondary schools. There will be foundation learning notably PSD (Personal and Social Development), a range of BTEC qualifications (equivalent to VET qualifications in Australia) provided by mainstream secondary school partners, vocational opportunities including work experience and the range of support currently commissioned by MKBP from alternative education providers.” 16

There are three locally based Personalised Education Centres in Milton Keynes, one in the south, one central and one in the north. Two of these were former PRU’s. The third, in the north is on a trial contract as an independent PEC run by a local social enterprise called Countec. From the Countec website:

“MKBP was formed in 2007 to plan the future of alternative education for young people aged 11-16 who were excluded or at risk of exclusion from, or otherwise not attending, mainstream school.” 17

16 Barrett and Spurgeon. (2011). Milton Keynes Behaviour Partnerships – Next Steps. Milton Keynes Council, p5 17 Countec website: http://www.countec.org/background-77.aspx


The newly elected UK government has a huge agenda for schools to become academies. Academies mean more money and more autonomy from their local authority. For mainstream schools this means more control over administration and curriculum and inspections less often. The academy approach is based on the Swedish ‘free school’ model. The new arrangement would mean funding is devolved to schools and not the local area council.

“In Sweden, ‘Free Schools’ are independent from government control and can be set up by a variety of individuals and organisations including groups of parents, private sector corporations and non-‐profit or voluntary organisations. There is a whole body of evidence pointing to the positive effects of the Free Schools model in Sweden, not least that, according to official statistics pupils in Swedish Free Schools gain higher average point scores than those from state schools, and at a lower cost.” 18

Some independent special schools have the potential to become free schools, which in many respects are similar to Charter Schools of North America. As with Charter Schools there are pros and cons with this approach. According to a BBC News report, Free Schools should promote competition and therefore better results for education of children. It can also force the closure of nearby schools. 19 This seems inevitable, as the UK government appears committed to opening a large number of new academies. 20

Caradon Short Stay School, Cornwall http://www.caradonsss.ik.org/p_Home.ikml In the UK, Pupil Referral Unit (PRU) or Short Stay Schools in some locations, are schools for children who are not able to attend a mainstream or special school. Each Local Education Authority is responsible for providing an education for all children of compulsory school age in it’s own district. If children are unable to receive education due to illness or exclusion from school, they can be referred to Pupil Referral Units. PRUs are a mixture of public and privately managed schools and can be inspected by the Office for Standards in Education, Children’s Services and Skills (Ofsted). The students that PRUs provide for are among the most disadvantaged and vulnerable in the education system. PRU students often display emotional and/or behavioural difficulties. Many of these stem from situations in the home. Some students are inclined to commit crimes, while others are bullies or have been targets of bullying. All students will typically have experienced difficulties around attendance, behaviour or special education needs, which will usually create a negative attitude towards their school experience. Excluded students must have education recommenced by the sixth day following their exclusion. There are over 400 PRUs in England, which are managed by an association. PRUs do not have to provide a full National Curriculum, but should offer English, mathematics, the sciences, PSHE and ICT. PSHE (Personal Social and Health Education) is an element of the UK curriculum that is non-‐examinable. It covers topics such as drugs, relationships (including sex education), and other aspects of health and personal 18 The Importance of Teaching -‐ The Schools White Paper 2010: Equalities Impact Assessment. Department for Education, UK, p17 19 James Westhead. (2007) BBC News, Sweden : http://news.bbc.co.uk/2/hi/uk_news/education/7103636.stm 20 The Schools Network. (2011) Academies movement : https://www.ssatrust.org.uk/Academies/Pages/Academies_movement.aspx


growth. Many teachers find it difficult to teach, as there are no right or wrong answers. The solution to this dilemma is the ‘SEAL’ pack, (Social and Emotional Aspects of Learning), published for Primary schools to teach emotional literacy and personal growth overtly through PSHE and the curriculum. A similar pack ‘SEBS’, (Social, Emotional and Behavioural Skills), is designed for use in secondary schools. The Short Stay School at Caradon caters for 11 to 16 year olds. In September 2012, Caradon hope to have 19-‐25 year old provision as they have found that students with Autism Spectrum Disorder (ASD) have little available for them when they leave school. As for the remainder of the school population, high functioning ASD students won’t receive a budget from adult services because they are more capable than those at the other end of the spectrum. Non-‐verbal ASD is most challenging for staff from the LEA adult services. There are no ADD students at Caradon as other schools accommodate this issue. Some students are moved on to other centres if their behavior doesn’t change or they become too violent. There are 36 students enrolled with 24-‐25 present on most days. Caradon adopt a holistic approach:

• Students with Autism treated the same as regular students with regard to boundaries. • There is no confrontation for any child. • Each student comes to realise that there are consequences to their actions. • Students wear a school uniform, a shirt and sweatshirt. It develops group identity. • No phones. • No going off-site to smoke. • Student behaviour is monitored by a traffic light system and updated daily. • Thursday and Friday are work experience days.

A communication booklet exists for regular contact with parents. There is not enough Information for parents on how to deal with autistic children, most are single or the eldest child in their family. It is hard for parents if their first child is autistic. Some don’t ask for help or know where to ask. A child can be included for one or two subjects in the mainstream school. They are more comfortable with laptops so they do work on them. Have difficulty with handwriting (gross motor skills). Previously Caradon students struggled because they needed to get qualifications and do department testing. The students don’t like testing and get very nervous. The school does it in a different way without telling the students it is a test. The Cornwall Council is restructuring their alternative education into hubs. Caradon will coordinate some PRUs and Penwith Short Stay School will look after those in the west.

Pencalenick School, Cornwall http://www.pencalenick.org/ This was only a short but enlightening visit. Pencalenick School is a specialist school in Communication and Interaction. It is an Academy Trust School specialising in Complex Communication, Learning Difficulties and Disabilities. Pencalenick can boast excellent results from Ofsted and are currently considering the shift to Academy status. Pencalenick has a success rate of 98 percent in large part developed through strong caring relationships, specialist knowledge, skills and a belief in every child's capacity to achieve irrespective of their difficulties. My observation showed a staff passionate about their job and applying a variety of approaches to engage with their students. One I observed was a nurture group.


“Nurture groups provide a small, emotionally secure setting (in which) staff, modelling a supportive relationship, makes the child feel accepted and valued, and teach in a way and at a level that the child can accept. In short, the child can go through the learning experiences they have missed. Being able to build trusting relationships with reliable and consistent adults and with their peer group establishes a foundation for healthy emotional development, enhancing their self-‐ confidence and their ability to take responsibility for their own behaviour, which increases chances of educational success. The move back full time to their base class is made easier by the fact that all the school staff support the nurture group, understanding its aims and in fact beginning to adopt its strategies. This support ensures that there is no stigma attached to being in the group.” 21

An excellent example of defining success at this school was the story of one student who is extremely shy and who has an amazing singing voice. The way they resolved this problem was to have the girl sing in front of a local crowd but with her back to the audience. Later she sang in front of a crowd of about three thousand and faced the audience. This is a true measure of success.

Conclusions In simplest terms there are good, bad and ugly elements in education today. It is human nature to strive for perfection, but many factors – some familiar, others not identifiable, can influence the final outcomes. Alternative Education may seem to be a narrow field in education circles, however in order to make a difference working with marginalised youth a sense of the bigger picture is needed in order to understand how to make that change. I was making notes while travelling and even with ten weeks to put things together in this report, I have struggled to pull all the correlated sections together. Education is a huge area for examination. My interviews were guided by specific questions, but these easily diverged of into related areas of conversation. Internet searches prior to travel gave good insight for what I was to see, but personal enquiry helped clarify some questions.

The Good -‐ Best practice, successful outcomes It is easy to be confused by the variety of schools now available in countries around the world. Once upon a time Australia had primary and secondary education in government or privately run schools. The only variations were for students with special needs, and this was mainly related to physical needs, or technical schools, which was seen as catering to those students who did not want to go to university. Alternative approaches are appearing in different jurisdictions around Australia but the NT lags behind with innovations and resourcing.

Existing good practice in all countries visited involves a holistic approach, focusing on students’ social development in conjunction with academic needs. Punitive methods are avoided. In many cases these had already been used at the schools where the students had been excluded or shied away from. My current work unit evolved over time developing a student-‐centred approach, and following a pathway of development similar to all locations visited overseas. In all locations visited there were facilities where students could regain perspective or gain skills to help them move forward when transitioning back into education or a 21 Gasson R. (2011). Three Area Nurture Groups. Additional Education Provision. Cornwall Council: http://www.cornwall.gov.uk/default.aspx?page=27656


different path. School curriculum focus was maintained, but equally there was an emphasis on developing or building social skills. A growing trend around the world is for Charter, Free schools and Academies to replace underperforming traditional schools or offer alternative provision to well-‐performing schools. This approach increases the scope for innovative practice and creates greater diversity and choice. Some charters rely heavily on technology and computers. Most schools visited agree that students in need of alternative approaches to education are most successful when supported with a one to one mentoring approach. The use of computers is only to support an identified need or as a tool to promote engagement. My workplace has always used student engagement in school, training or work as our guideline for success. Regardless of outcomes alternative education programs measure their success in the same way as regular schools. Apart from academic testing, sites visited indicated other ways of measuring their outcomes: San Francisco schools focus on achieving scores for entrance to college. Alternative High focus on graduation also and the students feeling confident about themselves. Hull School seeks improvement in behaviour. Denmark looks for engagement in academic or VET education leading to a career path. UK schools focused on building social skills, preparation of life skills to blend with society, reviews by peer organisations, Ofsted and professional guilds. All in all the focus is child-‐centred and needs based. I saw a BBC television documentary while in the UK about Vinnie Green, a Bristol remand centre for the UK's most violent youth. The highlights for me were about staff/student interaction. All interfaces with students are non-‐confrontational. The students are treated with respect, trust and dignity by staff, while maintaining clear and reinforced boundaries. Mental health and/or traumatic backgrounds are common. Vinnie Green staff says success is measured by many criteria. Mainly they hope that the youth will take on more responsibility for their own actions.

The Bad – Behaviour issues on the rise The evidence is clear about a growing trend towards increased behaviour problems in schools. Fight or flight, is the maxim used by students who are dissatisfied with school. School responses are similar. Some schools exclusively try to rid themselves of the behaviour by removing students through suspensions or passing the problem to someone else. Many short-‐term ‘fixes’ are politically motivated (keep staff happy) and reactionary in nature. It would be more positive and practical to bring about improvement in a proactive manner. Better schools reflect on their practice and adjust their standpoint to suit the student needs, striving to work with rather than against them. The changes in the NT need to be systemic and change will take time, as bureaucratic processes must be employed, especially when linked to legislation. Meanwhile small changes should be applied until the ‘system’ can catch up. Best practice for improving school performance is largely related to teaching. This includes building practical skills while in training, support mentors in schools, choosing the right school leaders and providing opportunities for teachers to learn from one another. Teachers develop the majority of their skills during their first years of training and practice. UK Department for Education research in 2010 reported a lack of teacher confidence in some very important areas of professional practice when entering the workforce. Only half rated their training appropriate for preparing them to teach reading, phonics and comprehension. In most countries, mentoring of teachers in schools is seen to produce better outcomes for students. Mentoring works best in the


first years of instruction, setting teachers up for good practice before they make mistakes due to guesswork or assumptions.

The Ugly – Poor relationships with families Lists of schools in the UK are on the National Challenge register. They are being held to account for failing performance and face possible closure. The number of Academy Schools in the UK has tripled in three years to 300. The government target at the moment is 400. The Charter School movement in North America came about from families discontent with schools. In a worst case scenario a link could be imagined between school closures and suspensions. If students don’t like school and behave in a way that gets them suspended, then attendance may drop leading to poor performance in tests which could lead to inspection and a possible closure. Schools should operate like well-‐oiled machinery, but more often than not school decisions are fuelled by emotions. They are a ‘people’ business and should be the expert in communication. Emotionally charged exchanges between staff and students can lead to poor decisions sometimes resulting in student suspension. Suspensions are a growing trend in the NT. We should learn from our overseas neighbours and try to curb this practice unless it is absolutely necessary. Given a cooling down period, some suspensions might never occur, or they might be better served as internal suspensions. My all time favourite wrong suspension is one given for non-‐attendance; some schools fail to see the paradox for this action. While staying in San Francisco, breaking morning news referred to the arrest of five parents for allowing their children to repeatedly miss school in Orange County, California. If convicted, they could receive up to one year in jail and $2,500 in fines. Two months later a mother was jailed in Florida for the truancy of her nine year old son with autism. The magistrate claimed she should have alerted the court of her medical letter of support for her actions well before her arrest. Numbers of diagnosed cases in the NT is rising. There is demand for stand–alone schools dedicated to meet the needs of Autism Spectrum Disorder and additional education needs. These should have seamless links to government agencies and NGO’s that have specific authority and skills to work with disengaged and disaffected youth.

How I will disseminate information I will discuss my experiences through presentations to community groups and professional bodies; media publication; liaison with and distribution of findings to the NT Department of Education & Training, and additional interested bodies. I have compiled a list of alternative education provider websites from my experience overseas. This and references from Churchill Fellows before me who have visited other sites, could be placed on a website. This list could be used as a resource for anyone interested in searching for good ideas in the area of Alternative Education or in related areas working with youth at risk. This could be promoted through an Alternative Education Association by sending links and invitations to join the association and take part in blogs and sharing of information with other like-‐minded professionals or organisations in this field.


Recommendations

What I could do to bring about improvements in the NT, Australia • Keep working in my current field and attempt to bring about change from within the system. I

intend to establish a professional teacher association for like-minded people to further the cause for change. Education budgets are usually first in line to be cut when it comes to hard fiscal times. As a NT Department of Education and Training (NTDET) teacher in a government system, my current program has been unable to apply for grants and community funding to support our program with resources or to support individual students. As an association of Alternative Education Teachers and Providers this limitation is removed.

• From the wealth of information I have collected on my travels I will prepare presentations to share in community forums and networks. I envisage the association to have a website where many links to sites of interest and resource ideas can be stored for member or public use. I have given ideas to schools in the past when they have wanted to set up some alternative classes. I now have more knowledge to share and will continue to lobby for a stand-alone alternative education site physically distant from schools but partners in shared vision.

• NTDET will be encouraged to challenge the veracity of my writing. People in authority need to visit these sites overseas and see for themselves what I am talking about. I will recommend names of three locations I believe are worthy of further examination. Two senior staff members should undertake this additional research. One who can influence policy and the other needs to understand the financial landscape of the NT Department of Education and Training. Meetings should commence with the policy makers in each LEA or Board of Education and look at the numbers required to fund the programs in an Australian setting.

• I believe a school with two distinct areas should be set up. One for ASD specific curriculum classroom practice, the other would house a variety of Production School workshops. ASD students need to have access to the Production School workshops on a regular basis to improve skills and build confidence.

• The proposed sharing and recording of information on a common database being built by NTDET is well overdue. Clear and communal information about risk assessment and management of challenging students will greatly assist the development of education and transition plans for their future education pathways. I have been involved in this process since my return.

• I believe there should be a general shift in the way teachers relate to students. This should be away from a mindset of process driven education, towards an individual education plan for all students. Much is said in education about strength-based approaches and preferred learning styles. These methods are usually employed within schools after an issue arises. There needs to be a shift from reactive to proactive strategies in our schools. I welcome the opportunity to reinforce this standpoint in meetings with schools.

What other improvements should be made in Australia A recent article in a Darwin Newspaper refers to NT students as “lagging behind throughout their education” as a result of poor pre-‐schooling. 22 Professor Geoff Masters from the Australian Council for Educational Research stated that the challenge “was to identify children’s levels of progress and learning needs as early as possible so all children could be ‘placed on a trajectory of successful learning’”. We could improve this state of affairs and a number of others in the following ways:

1. Conduct a compulsory Special Needs Profile Instrument on all year three students. This could be repeated each year for the same age group so that budgets can be forecast on real need instead of guesses.

2. NT middle schools pastoral care groups should capitalize on the good relationship built with students in this group over the year. Good schools try to have the teacher stay with this group throughout the students’ time at school. Better schools should start planning deliberate group and individual lessons about career and life coaching.

22 Darwin Sun p3 NT kids struggling to catch up, September 21, 2011


3. Instead of suspending students, work out what the real issue is behind the behaviour. This is where an alternative school offering additional education resources is needed to intervene or be involved in suspensions of a more serious or ongoing nature.

4. Schools are responsible for children in their care, not the other way around. At times this is difficult and uncomfortable for the adults responsible but they need to accept the challenge and be accountable for it. In some cases it does take a village to raise a child. A problem shared really is a problem halved.

5. Alternative strategies in the NT should become part of a shared approach and common administrative unit such as the MKBP or Short Stay School hubs. When schools choose a variation to conventional schooling it should be monitored and supported through the partnership. Schools wishing to have a student from their school become part of the Alternative Hub will need to hand over the yearly funding allocation of education for that student to the hub until such time that the student may return to them.

6. The steering panel who decide the best course of action for difficult students should have representation from Schools, Student Services and Alternative Education providers (this group should remain stable to develop a cohesive approach, rather than change at each meeting.

7. Set up a purpose built facility for the Alternative Hub service. In other locations around the world this is often an unused primary school. The space could be shared with other government agencies. A mental health or counselling service might be a good mix.

8. Teaching Assistants on school staff should be paid as fifty percent allocation by the shared Alternative Hub budget and fifty percent from schools. Teaching Assistants are used to provide better teaching ratios. NT should have full-time positions provided for this like they have in Special Schools.

9. In the NT we need purpose-built facilities, away from regular schools to give students the chance to focus on themselves instead of looking over their shoulders at people who they might distrust or even hate. They need the opportunity to develop within themselves a confidence to move forward with their lives in a positive way. This cannot be achieved within school settings; this view was supported at all locations visited. We need a partnership provision providing service where it is needed.

10. Schools should work together at Principals’ Cluster Meetings, to provide a clear framework for referring to Alternative Education. They need researched and meaningful information about students they want to refer. This will expedite referrals.

11. All schools need to be reading from the same page. They should use the same academic testing when students transfer between schools so they are not disadvantaged by different approaches. There should also be agreement between schools about the programs to be used when students are found to be lacking in numeracy and literacy.

12. When students need an Individual Education Plan, Educational Adjustment Plan or Individual Behaviour Plan schools should be clear in their reasoning. Some of these plans have unwittingly set up students to fail with unreal expectations or insufficient background checks.

13. As a service NTDET should recognise that one process will not suit the needs of all students. When schools accept that they can no longer serve the needs of any particular student and that an alternative approach is needed, they should then agree to hand over the funding apportioned by NTDET for that student to the alternative provider so that they have adequate financial backing to deal with that student's needs.

14. The departments managing health, education and justice need to join forces now if they hope to avoid truancy situations that exist in the USA where the court system is taking on the role of parent. There will always be some cases where a punitive approach will be the only means left to take, and cost is obviously an issue, but the cost to society will be much more if we do not invest now in pro-active means of positive engagement.

15. As they do in the UK, suspensions should only be of short duration (internally) and when absolutely necessary external for extreme cases. If students are continually suspended for periods longer than five days, alarm bells should be ringing for alternative education facilities.

my Churchill REPORT · 2014-09-12 · Churchill!Fellowship!Report!2010!!!!...

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Transcript of my Churchill REPORT · 2014-09-12 · Churchill!Fellowship!Report!2010!!!!...