Students at Educational Risk (SAER) Policycreaneyps.wa.edu.au/.../03/SAER-Policy-for-website.pdf ·...

Students at Educational Risk (SAER) Policy

OUR SCHOOL VISION

To be a part of a community which develops a child who is motivated to reach their potential academically, socially and

responsibly, in a caring and supportive environment.

A SAFE AND ENGAGING LEARNING ENVIRONMENT

We believe that a learning environment that promotes student wellbeing and positive and respectful relationships is both

welcoming and inclusive and this is a pre-requisite for improving student achievement.

A safe and productive learning environment is created by the proactive management of student behaviour and by

implementing classroom and pastoral care programs that support student wellbeing.

The overall physical environment of the school, both inside and out, reflects our high standards of safety and care and

promotes a sense of belonging for all.

We believe that a ‘student focused’ learning environment is where students willingly engage and participate in a broad

range of learning opportunities; they contribute to decisions about their learning and their contributions are valued.

Our school learning environment is an essential element to building and maintaining school pride and a positive and

supportive school culture.

SCHOOL VALUES

The actions of our staff, students and parents are guided by the following core values:

A PURSUIT OF KNOWLEDGE AND A COMMITMENT TO ACHIEVEMENT

Each person is provided with the opportunity to achieve their potential through a quest for knowledge, critical thinking,

creativity, interpersonal skills and by the understanding and demonstrating values and attitudes.

SELF-ACCEPTANCE AND RESPECT FOR OTHERS

Each person is encouraged to develop self-respect and an acceptance of others, to take responsibility for their actions

and demonstrate responsible and ethical behaviour in all situations. Each person is encouraged to demonstrate initiative

and openness to learning.

RESPECT AND CONCERN FOR OTHERS AND THEIR R IGHTS

Each person is of equal worth and has the right to receive care and compassion and be treated with dignity and respect.

Each person has the right to participate in a friendly and non-coercive learning community.

SOCIAL AND C IVIC RESPONSIBILITY

Each person is a good citizen promoting the common good by recognising and respecting the rights and needs of others.

Each person values cultural diversity and participates in Australia’s democratic processes to make positive contributions

to society.

ENVIRONMENTAL RESPONSIBILITIES

Each person is respectful of the environment and understands the need for conservation and sustainability. Each person

will develop an understanding of, and respect for, Australia’s cultural heritage.

An Independent Public School

RATIONALE

At Creaney Primary School we aim to make every student a successful student and embrace parent involvement in our

school. These two elements are essential when supporting students who are ‘at risk.’ These are supported by our

ethos of quality teaching which is a pre-requisite for improving student achievement and to ensure all students are able

to reach their individual academic potential. The belief and expectation that all students can learn is fundamental to our

school providing inclusive and effective learning opportunities for all. Fostering positive relationships and

communication strategies between our community, students and staff, builds strong partnerships and networks that

support student learning.

GUIDELINES

Students who are identified as ‘at risk’

Students who are identified as ‘at risk’ are students who are not reaching their year level learning outcomes, or are

working below the expected level for their year group, according to Schools Curriculum and Standards Authority (SCSA).

How students are identified

At Creaney Primary School the following criteria may be used to identify students at educational risk:

Handover notes from previous teacher, Individual Documented Plans and Group Documented Plans

KAT testing (K)

Parent Interviews at the beginning of the year (K)

Parent questionnaire (K)

Letters and Sounds Tracking Assessment (K-2)

On Entry Testing for Mathematics and English (P-2)

MTS Testing (3-6)

Fountas and Pinnell Running Record (P-2)

Fountas and Pinnell Running Record and Comprehension (3-6)

South Australian Spelling Test (3-6)

Words Their Way Testing (3-6)

Attendance records (absent and late notes)

NAPLAN Data (3 and 5)

PEAC Testing (4)

Formal Reports from previous years

SAER Notes (IEPs, GEPs, IBMPs and School Psychologist reports)

External Service Reports (Speech and Language Centre, Occupational Therapists, Special Education Needs

Services and Paediatrician)

Student Screening Form - Emotional and Mood Signs, Academic Signs, Communication and Social Skills,

Behaviour, Physical and Personal Experience

Electronic Student Record (K-6)

Year Group Moderation Tasks (K-6)

Anecdotal Records (K-6)

General Observations (K-6)

Strategies

If a student has been identified as ‘at risk’ a Documented Plan is developed by the classroom teacher/s. A Documented

Plan enables students to reach educational goals at their level within a classroom setting. Strategies that are utilised in

a Documented Plan are formulated with external agencies (if involved) and also with school knowledge. At Creaney we

use a TEAM approach so all Teachers and Education Assistants who work with students on Documented Plans along

with parents/caregivers and students are aware of strategies and goals are identified. This enables all stakeholders to

help students reach their individual educational goals.

How are students monitored?

Documented Plans are reviewed by Week 5 of each term. The review is important as it allows teachers, parents and

students to reflect and acknowledge if they have met their educational goals with the strategies implemented. This

determines whether or not further goals and strategies are required.

Case Conferences are held at point of need to monitor students’ progress. SAER Co-ordinators, Classroom Teachers,

School Psychologist (if involved), Education Assistants (if involved), Parents/Caregivers and any in-school or external

agencies are required to attend. This ensures a consistent team approach to an individual student’s need.

Electronic Student Record Cards are used to record information about a student from Kindy to Year 6.

ROLES AND RESPONSIBILITIES OF STAFF

SAER Coordinators

Ms Harrison (Deputy Principal)

Mrs Palmer (Learning Support Coordinator)

Mrs Mollet (School Psychologist)

Tim Mullen (School Chaplain)

Role of SAER Coordinators

Work collaboratively with class teachers to identify students who may need intervention

Assist classroom teacher in creating a Documented Plan

File the Documented Plans in student SAER files

Inform teachers of agencies that are available to assist with students’ specific needs

Liaise with the School Psychologist, Chaplain and external agencies

Make referrals to SSEND and liaise with Consulting Teacher

Manage Case Conferences at point of need with stakeholders

Update SAER folders and electronic Student Records

Refer caseload to CAPS committee where appropriate

Accountable for the review of Documented Plans from Classroom Teachers

Assist in completing documentation from external agencies

Make applications to Schools Resourcing

File any documentation from external agencies

Classroom Teachers

Review handover notes from previous teacher

Review Documented Plans from previous year

Meet with Parents regarding concerns

Plan, implement and review all Documented Plans each term (by Week 5)

Record any information or meetings on the students’ Electronic Student Record

File documents in students’ SAER file in the office

Refer students to external services if directed by SAER Coordinator and complete any required

documentation

School Psychologist

Liaise with Classroom Teachers, SAER Coordinators and Parents

Provide resources

Attend Case Conferences as necessary

Make referrals to external agencies as necessary

Parents

Attend Case Conferences when scheduled

Attend/arrange meetings with the Classroom Teacher as necessary

Provide the school with any additional information that may assist the Teacher

Ensure strategies that can be implemented at home are consistent with school

Students

Reflect on their educational goals

Attend meetings as necessary

Self-monitor their feelings when required

CHILD AND PARENT SUPPORT TEAM (CAPS)

The CAPS team provides a forum for staff to discuss students and their families who may be ‘at risk’ socially,

emotionally, physically or academically. Referrals to the CAPS team are made via the school Chaplain, Psychologist,

SAER Coordinator and classroom teachers as per the school’s SAER Policy. Some of the ‘at risk’ indicators may

include:

Poor attendance/lateness

Static or regressive academic development

Emotional regularity difficulties

Overly shy or aggressive behaviour

Disturbed or self-destructive behaviour

Unkempt or very changeable physical appearance

Social and communication difficulties

The CAPS team’s role is to:

Share information

Respond positively and promptly to any student concerns

Build and maintain positive and collaborative working relationships with parents

Make referrals to external agencies where appropriate

Demonstrate and promote an ongoing commitment to the mental health and wellbeing of students and

families

This team is made up of the following people:

Deputy Principal

School Psychologist

School Chaplain

School Officer

Classroom Teacher/s

EXTERNAL SERVICES

At Creaney the following External Services may be involved to support students:

DoE's Special Educational Needs Disabilities (SSEND)

o Learning Difficulties

o Behaviour and Engagement

o Sensory

o Medical and Mental Health

Language Development Centre (LDC)

Intensive Language Centre (ILC)

Primary Behaviour Centre (PBC)

Dyslexia Speld Foundation (DSF)

Paediatricians

Speech Therapists

Occupations Therapists

Physiotherapist

School health nurse

Joondalup Child Development Services (JCDS)

Department for Child Protection and Family Support (DCPFS)

Child and Adolescent Mental Health Services (CAMHS)

Creaney Primary Education Support School (CESC)

SCHOOL SERVICES

At Creaney the following School Services may be involved to support students:

Chaplain Program

School Psychologist

Teaching Staff

Support Staff

School Health Nurse

Buz Rangers

SAER CHECKLIST/FLOWCHART

If you have identified a student as ‘at risk’ on the next pages is the necessary steps you need to take to complete that

identification process.

PROCESS FOR STUDENT NEWLY IDENTIFIED AS BEING 'AT RISK'

Classroom Teacher or parent identifies a student as

having concerns

Check electronic Student

Record for history Ask previous teacher

about successful

strategies

Begin to gather

baseline data and

work samples

Contact parents and hold meeting regarding concerns

Request SAER Coordinator to be present if required

Update Student Record

Complete CAPS Student Screen

Consult SAER Coordinator

about concerns

Create a Documented Plan and

implement interventions and

make adjustments

Document on Student Record and

notify necessary staff, including

Specialists

SAER Coordinator for advice on

School Psychologist referral

SAER Coordinator to create

SAER folder and hold case

conference with parents,

psych, teachers and external

services and all stakeholders

create students' goals

School Psychologist

intervention

Are external services involved?

Do external services need to be

involved?

SAER Coordinator works with

parents to make referrals to

SSEND Consulting teacher, OT,

Speech Therapy, Paediatrician

where required

Review Documented Plan every

10 weeks (Week 5 of term) and

inform parents of progress.

Adjust plan as necessary

Collect reports from external

services. Give to SAER

Coordinator for inclusion in

SAER folder

Check buff folder for

Student Profile and

work samples

Referral to CAPS committee if

required

If there is no improvement

after 10 weeks

End of Year

Three-way handover of student notes (outgoing

teacher, incoming teacher, SAER Coordinator)

Referral to Chaplain if required

Student Screen

This checklist is designed to be used by teachers to identify students at educational risk across the school. Once children are identified as ‘at educational risk’, teachers will make the necessary learning adjustments. Other staff will be consulted and/or involved as necessary and where appropriate. This checklist remains confidential with a copy retained in the student’s file.

Student: Click here to enter text. Date of Birth: Click here to enter text.

Year level: Click here to enter text. Parent/Caregiver: Click here to enter text.

Current teacher: Click here to enter text. Date Completed: Click here to enter a date. Aboriginal/ Indigenous

Choose an item.

Interpreter required

Choose an item. SEN Documented Plan

Choose an item. IBMP

Choose an item. Paediatrician

Choose an item.

School Psychologist Involvement

Choose an item.

Chaplain Involvement

Choose an item. Medical

Choose an item. Details: Click here to enter text.

Student Centred Funding Level

Choose an item.

Speech Therapist

Choose an item.

Occupational Therapist

Choose an item.

Physiotherapist

Choose an item.

Child Development Services

Choose an item.

DCPFS

Choose an item.

Mercycare

Choose an item.

Disability Census Level of Adjustment

Choose an item.

Disability Services (SEND)

Choose an item.

PBC

Choose an item.

CAMHS

Choose an item.

Other: Click here to enter text.

Are parents engaged with the school?

Choose an item.

Does the student have at least one good friend?

Choose an item.

Does the student actively participate in out of school activities/clubs/sport?

Choose an item.

Does the student have:

☐ poor attendance

☐ regular lateness

☐ none of the above

Key: 1 = NOT concerned 2 = SOMEWHAT concerned 3 = MOST concerned Emotions/Mood Signs 1 2 3 Comments

Overly withdrawn, quiet ☐ ☐ ☐ Click here to enter text. Doesn’t engage in class ☐ ☐ ☐ Click here to enter text. Appears pessimistic ☐ ☐ ☐ Click here to enter text. Reports feelings of failure or worthlessness ☐ ☐ ☐ Click here to enter text. Appears irritable ☐ ☐ ☐ Click here to enter text. Is easily frustrated ☐ ☐ ☐ Click here to enter text. Has worries/fears that interfere with friendships, school, play

☐ ☐ ☐ Click here to enter text.

Observable change in personality or behaviour ☐ ☐ ☐ Click here to enter text. Ongoing sadness lasting two weeks or more ☐ ☐ ☐ Click here to enter text. Has noticeable mood changes throughout the day ☐ ☐ ☐ Click here to enter text. Is easily distracted ☐ ☐ ☐ Click here to enter text. Struggles with transitions between activities ☐ ☐ ☐ Click here to enter text. Dreamy or unable to pay attention ☐ ☐ ☐ Click here to enter text. Academic Signs 1 2 3 Comments

Despite trying hard receives poor grades ☐ ☐ ☐ Click here to enter text. Noticeable decline in school work ☐ ☐ ☐ Click here to enter text. Poor attention to detail ☐ ☐ ☐ Click here to enter text. Careless errors in schoolwork ☐ ☐ ☐ Click here to enter text. Low interest in exploring class tasks ☐ ☐ ☐ Click here to enter text.


Does not follow instructions or finish tasks ☐ ☐ ☐ Click here to enter text. Inability to stay focused on one thing ☐ ☐ ☐ Click here to enter text. Difficulty attending to individual work or class activities ☐ ☐ ☐ Click here to enter text. Becomes bored easily ☐ ☐ ☐ Click here to enter text. Afraid to participate in class or answer questions ☐ ☐ ☐ Click here to enter text. Communication/Social Skills 1 2 3 Comments

Spends most of their time alone ☐ ☐ ☐ Click here to enter text. Is hesitant to join play situations ☐ ☐ ☐ Click here to enter text. Tries to join in but does not easily interact ☐ ☐ ☐ Click here to enter text. Is clingy with parent or teacher ☐ ☐ ☐ Click here to enter text. Attempts to, or dominates, or dominates play ☐ ☐ ☐ Click here to enter text. Makes impulsive/inappropriate comments ☐ ☐ ☐ Click here to enter text. Barges into groups/games ☐ ☐ ☐ Click here to enter text. Difficulties socialising during unstructured activities ☐ ☐ ☐ Click here to enter text. Rarely shows consideration of others’ feelings ☐ ☐ ☐ Click here to enter text. Is kind to other children ☐ ☐ ☐ Click here to enter text. Is picked on or bullied by other children ☐ ☐ ☐ Click here to enter text. Gets along better with adults than other children ☐ ☐ ☐ Click here to enter text. Behaviour 1 2 3 Comments

Uncooperative in class/often non-compliant ☐ ☐ ☐ Click here to enter text. Does not follow school rules/defiant ☐ ☐ ☐ Click here to enter text. ‘Always on the go’, fidgeting or constantly moving around ☐ ☐ ☐ Click here to enter text. Demonstrates violent or aggressive behaviour ☐ ☐ ☐ Click here to enter text. Uses inappropriate language/threatens students ☐ ☐ ☐ Click here to enter text. Won’t attempt work/difficulties beginning or completing tasks

☐ ☐ ☐ Click here to enter text.

Plays too roughly/argues/doesn’t follow game rules ☐ ☐ ☐ Click here to enter text. ‘Acts silly’ to get attention/class clown ☐ ☐ ☐ Click here to enter text. Behaviour deteriorates with unfamiliar people ☐ ☐ ☐ Click here to enter text. Often engages in repetitive behaviour ☐ ☐ ☐ Click here to enter text. Rarely accepts responsibility for behaviour ☐ ☐ ☐ Click here to enter text. Physical/Personal Appearance 1 2 3 Comments

Has personal hygiene issues ☐ ☐ ☐ Click here to enter text. Has excessive sores/bruises/bites/cuts ☐ ☐ ☐ Click here to enter text. Appears to be, or reports being, tired ☐ ☐ ☐ Click here to enter text. Complains about feeling sick/headache ☐ ☐ ☐ Click here to enter text. Regularly fails to bring adequate lunch/recess ☐ ☐ ☐ Click here to enter text. Reports or exhibits poor appetite ☐ ☐ ☐ Click here to enter text.

Other concerns and issues Click here to enter text.

Further Information Click here to enter text.

Actions Comments

☐ No further action necessary Click here to enter text.

☐ Documented plan Click here to enter text.

☐ School based support (SAER Coordinator, Chaplain, Admin) Click here to enter text.

☐ School Psychology Services (through SAER Coordinator) Click here to enter text.

☐ Further information required from Click here to enter text.

☐ CAPS referral Click here to enter a date. Click here to enter text.

☐ Review Click here to enter a date. Click here to enter text.

Request for School Psychologist Service

TEACHER FORM

PLEASE TICK THE BOXES BEFORE PROCEEDING FURTHER

Have you discussed your concerns with the SAER Coordinator? If ‘No’ please discuss your concerns before proceeding further.

Yes No

If you are concerned about this student’s academic progress or behaviour, have you developed and implemented an IEP/IBMP using SEN Planning tool? If ‘Yes’, please attach a copy of your IEP/IBMP. If ‘No’, please trial an IEP/IBMP for at least 5 weeks prior to referring this student. Do you require assistance with developing an IEP/IBMP?

Yes No

Yes No

NOTE: The following information is essential for ascertaining appropriate service and record keeping.

Incomplete forms may need to be returned.

STUDENT DETAILS

FULL NAME: ___________________________________________ D.O.B. ___________________________

ADDRESS: ______________________________________________________________________________

________________________________________________________________________________________

CAREGIVER(S) NAME(S):__________________________________________________________________

PHONE (H): ___________________ (W) ____________________ (MOB) ____________________________

REFERRING TEACHER DETAILS

TEACHER’S NAME: ___________________________________________ YEAR:_______________________

WHEN ARE YOU AVAILABLE TO DISCUSS THIS REQUEST? (Please specify DOTT or a best time)

1. CONCERNS: Complete all sections as appropriate.

A. Please tick the box. NOT concerned SOMEWHAT

concerned MOST concerned

LITERACY [Specify Aspect/s]

NUMERACY [Specify Aspect/s]

BEHAVIOUR [please specify]

SOCIAL[please specify]


MENTAL HEALTH / EMOTIONAL [please specify]

B. If SOMEWHAT or MOST please specify if the following are of concern. If ‘Yes’, rate the statements

to follow by placing a tick in the correct column.

(i) General Work Habits Yes No Always Sometimes Never

Lacks motivation to learn or has poor self-esteem as a learner.

Takes a long time to complete classroom work or homework.

Takes a long time to get organised/start tasks.

Is slow to grasp concepts for year level; needs explicit teaching rather than [eg.] collaborative or investigative approaches.

Additional information [if required]:

(ii) Attention and Concentration Yes No Always Sometimes Never

Does not pay attention/listen to instructions most [>50%] of the time.

Is difficult to attract attention when focused on a task.

Appears to daydream.

Is easily distracted by background noise.

Learns better in individualised [1:1] settings than in a group.

Fatigues easily and Is tired at the end of the day.

Has a short attention span.

0-2 min

2-5 min

5-15 min

15-30 m


(iii) Listening Habits Yes No Always Sometimes Never

Does not listen carefully to instructions/requires instructions to be frequently repeated.

Is a poor auditory learner [ie. needs to have information presented visually as well as verbally].

Displays slow or delayed responses to verbal questions – needs additional ‘thinking time’ before responding.

Frequently mishears or misunderstands what is said.


(iv) Auditory/Working Memory Yes No Always Sometimes Never

Forgets what is said after a few minutes [short term auditory memory].

Has difficulty recalling what was said last week/month/year [long term auditory memory].

Does not remember simple routines from day to day.

Has difficulty recalling a sequence that has been heard [eg. recounts].

Tends to copy other students rather than ask for help if unsure of a task.


(v) Social & Emotional Development Yes No

Consider age appropriate behaviour and developmental stages when answering.

Always Sometimes Never

Attachment and Connectedness: has a sense of worthiness, communicates feelings with words rather than actions, has healthy friendships, adheres to social norms, has empathy

Emotional Regulation: exhibits balance of emotions [ie. not overly sad, laughs, seems happy at times etc.], recognises emotions in others, willingness to comply with adult’s instructions, can cope with disappointments and setbacks. Controls emotions.

Identity and Autonomy: willing to take risks in learning and play, initiates activities and works hard to achieve goals, recognises and accepts own competencies and weaknesses, will persist with challenging tasks, engages in cooperative rather than competitive tasks.

Moral Development: recognises the rights of others, recognise right fro wrong, selects positive choices, recognises cause and effect, accepts responsibility for consequences, demonstrates conformity to teachers/peers/routines of the classroom and school.


(vi) Attendance Yes No Please circle number of absences to date.

Attendance is erratic, regular absences are effecting learning and academic achievement.

1 to 2 days/week

2 to 3 days/month

__days / term

__days / Sem


HAVE YOU DISCUSSED THESE CONCERNS WITH THE CHILD’S CAREGIVER?

(NB: Parents of Primary School aged students must be contacted prior to making request for service.)

(Please tick) Yes No

C. OTHER AGENCIES CURRENTLY OR PREVIOUSLY INVOLVED (IF KNOWN): (Please indicate if relevant)

OT Paediatrician

Speech Pathologist DSC

Physiotherapist DCP

Private Psych Other (specify)

D. OTHER RELEVANT INFORMATION (eg. medical, social, family background):

_________________________________________________________________________________

_

2. STRATEGIES ALREADY TRIED [attach description if in addition to attached IEP/IBMP].

3. DESIRED OUTCOMES OF THIS REQUEST FOR SERVICE:

_________________________________________________________________________________

_________________________________________________________________________________

________

(PLEASE SIGN)

TEACHER: _________________________________________________________ DATE: __________

A/PRINCIPAL: ______________________________________________________ DATE: __________

SCHOOL PSYCHOLOGIST: ___________________________________________ DATE:

__________

(Psych. use only) DATE OF INITIAL CASE CONFERENCE:

__________________________________________________

Students at Educational Risk (SAER) Policycreaneyps.wa.edu.au/.../03/SAER-Policy-for-website.pdf ·...

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