Providing Education and Training for At Risk ... - Victoria University

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Integration of services provided by local support agencies into the curriculumDoveton has well-connected networks with a range of agencies who provide student supportservices. The relationship with these agencies developed in response to growing areas of studentneeds. For example, concern about aggressive behaviour amongst girls led to an initiative inthe Health and Physical Education program to address issues of self esteem, anger managementand needs of young women in general. This part of the Health and Physical Education programis jointly designed and delivered by teachers and a youth services agency.Students can also nominate to undertake special programs such as peer support and familymediation which are conducted by local agencies on the school site. A special program onconflict management has been developed to address relationship problems between studentsand their peers, family or teachers. The work education program is also supported by a youthservices agency to assist students develop life skills and the communication skills necessaryfor employment.Although some of the work is voluntary, each of these programs is included in the school’sbudget. The school recognises the important roles they play in improving learning outcomesfor all students, but particularly for disadvantaged students. However, some of the funds areprovided by external sources. A significant feature of the relationship between DovetonSecondary College and local agencies is that they work together to source funding and writesubmissions for tenders. This has proved to be mutually beneficial in terms of enabling themto develop strategies to address local social issues that affect students on a range of fronts,including working with families. Part of this strategy is to build relationships between studentsand the agencies so students can develop support networks that extend beyond the school. Inorder to manage the range of student service programs that are supported by agency staff, theschool has developed a set of operational guidelines. This sets out the desired learning outcomesand issues to be addressed as well as protocols for conducting sessions, counseling studentsand reporting. The Student Services Manager believes this level of coordination is essential toensure accountability and that the school maintains control of who is working with particularstudents. The coordination role also endeavours to keep the agencies in touch with one anotherand the general school program to avoid duplication and maintain effective strategies.Student case managementThroughout their time at Doveton, students’ learning levels are monitored closely and warningsigns are acted on. A focus of the staff development program has been to assist teachers todetect early warning signs of ‘at risk’ students who are then referred to the Student WelfareCoordinator who may nominate particular students for the programs that are delivered by theagencies described above. Also, with teacher guidance, these students are encouraged to setachievable goals and directions. For example, attending an after school tutorial program maybe a condition to going to the next year level.Staff developmentOver the last three years staff development has been a strategic component of addressing theissue of students at risk. Three areas have been central to improving student learning outcomesand retention of low achievers. These are:39
(i) accommodating student diversity in classes through appropriate design and teachingpractice;(ii) assertive discipline (and agreement to implement its principles); and(iii) detecting warning signs of students sat risk e.g. substance abuse, family/ peer breakdowns.Enabling structuresDoveton Secondary College is proud of its achievements in turning around students at risk.The structures and conditions that have enabled these achievements are:• managers who are flexible and willing to listen to concerns and introduce positive change;• a curriculum manager who is committed to developing multi level learning curriculum;• a review process that provides evidence of student learning levels, improvements in studentbehaviour (e.g. incident reports) and reductions in truancy (e.g. reductions in unexplainedabsences; and• coordination of student support agencies.Penola Catholic CollegePenola Catholic College Middle School Project is included in this study because of its focusedapproach to addressing student diversity and learning styles. Although this program targetsYears 7 and 8, the principles on which it is based are transferable. Also, a program aimed atmiddle school levels is worthy of inclusion because many of the school personnel interviewedindicated that signs of students being at risk of not completing a basic education were evidentin the early years of secondary school. In many cases this issue was being addressed throughliteracy intervention and transition programs.The Penola program is based on four major principles:1. A sense of belonging and support;2. Development of emotional literacy and resilience;3. Congruence of clearly articulated goals across school teams; and4. Curriculum and teaching practices based on multiple ways of knowing and learning.These principles are translated into practice in the following ways:• Increased time for home room teachers to spend with students to improve relationshipsand foster a sense of belonging;• Development of a bank of program units based on multiple intelligences and use ofcooperative learning approaches to increase student engagement in learning;• Common teaching approaches across classes;• Staff development targeted at facilitating adolescent well-being and teaching curriculumbased on multiple intelligences; and• Fortnightly team meetings that specifically focus on reflection on teaching and learningapproaches, pastoral issues and unit development.The program has been running for two years and early indications of successes include:• improved relationships between students especially in team-based tasks;• students’ increased sense of being ‘looked after’; and• increased discussion amongst teachers about positive changes that have occurred in theirteaching practice and consequent improved learning outcomes for students.40
Page 2 and 3: Providing Education and Trainingfor
Page 4 and 5: ForewordThe Commonwealth Government
Page 6 and 7: ContentsForeword 3Acknowledgments 4
Page 8 and 9: Executive SummarySuccessful learnin
Page 10: program leaders (at least) to meet
Page 13 and 14: The major outcome sought from this
Page 15 and 16: Data was entered in categories unde
Page 17 and 18: 2Literature ReviewBenchmark 1995Sub
Page 19 and 20: It is likely that a significant gro
Page 21 and 22: Indeed, these ‘messages’ have b
Page 23 and 24: In this we look at labour market sk
Page 25 and 26: Individuals appear to perform bette
Page 27 and 28: The research literature on ‘alien
Page 29 and 30: ConclusionPathways are notoriously
Page 31 and 32: 3Mapping the FieldThe Stage 1 inter
Page 33 and 34: Wilderness Enhancement Program, ATL
Page 35 and 36: them from progressing or even parti
Page 37 and 38: 4Program ModelsAnumber of the 19 pr
Page 39: 3. All students are case managed.4.
Page 43 and 44: Teachers involved in the course hav
Page 45 and 46: There are VET subjects, of which th
Page 47 and 48: This approach helps the transition
Page 49 and 50: Young people are referred to the pr
Page 51 and 52: to become contributing members of t
Page 53 and 54: Rules are negotiated with the young
Page 55 and 56: 5Characteristics of Programs That W
Page 57 and 58: The review processes that already e
Page 59 and 60: attitude to learning and enhanced s
Page 61 and 62: 6Conclusion and RecommendationsMr G
Page 63 and 64: 2.4 That program activities include
Page 65 and 66: ReferencesACFE Board (1998) Young a
Page 67 and 68: Withers, G. and Batten, M. (1995) P
Page 69 and 70: Successful learning projectsDraft o
Page 71 and 72: Successful learning projects 1998Dr
Page 73 and 74: Program and LocationTarget Group, P
Page 91 and 92:
Program and Location- Certificate i
Page 93 and 94:
Program and LocationTarget Group, P
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Program and LocationCambodian Youth
Page 105:
APPENDIX IIICURRICULUM OUTLINE FOR
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