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

Within the school sector, programs that made a difference to engaging ‘at risk’ studentsoperationalised their programs in the following ways:• Existing programs were modified (extended VCE, Box Hill SSC)• Structures such as special groupings were introduced to foster group cohesion (Box HillSSC, Flinders Peak SC, Hawthorn SC);• Students ‘at risk’ are closely monitored or case managed (Hawthorn SC, Doveton SC,Footscray City SC);• Staff teams associated with ‘at risk’ groups meet frequently (Hawthorn SC, Doveton SC,Eumemmerring SC, Penola Catholic College);• Specialist programs are incorporated into the school budget and are regarded as an essentialpart of school activities (Doveton SC, Hawthorn SC);• Staff were selected to deliver the program on the basis of their ability to relate well to ‘at risk’groups, commitment and willingness to try new ideas (Box Hill SSC, Eumemmerring SC).The above elements contribute to programs that are viable, provide a more convivialenvironment for students who have had previously unhappy or boring experiences in schoolingthat Cumming and Carbines (1997) reported.The need to tap into the culture of young people ‘at risk’, think laterally and put in placeflexible structures and processes that provide meaning and choice in their learning isparamount. It is equally important to use this to generate expectations of an adult learningenvironment not least because those returning to study already live in one.Principle 2: Individual needs and their initial/entry levelassessment should be identifiedCatering appropriately for the individual needs of ‘at risk’ students requires clear identificationof their existing state and conditions with which they present, and considered decisions to bestaddress their needs. For example, there may be social or ‘living’ issues that need to be addressedbefore they are capable of grappling with learning issues. The Melbourne City Mission Programprovides a focal point to assist students from local schools with its links and accessibility torelevant support services. Similarly, at Doveton Secondary College early warning signs ofstudents ‘at risk’ are detected through enrolment data and testing every student at the beginningand end of the year so that teachers can design appropriate programs for their respectiveclasses and students have access to the support services they need. Staff in the YAITS program(Kangan TAFE) also use a literacy test to identify applicants’ skill levels to ensure they haveaccess to relevant programs.While collection of this kind of data may be confronting to some teachers, it does provideevidence that intervention needs to occur and could be used to support submissions forreallocation of school or agency resources. Used on an individual basis, it also enables strategicand more effective case management of students at risk (Doveton SC). Part of this process ishelping students to manage their own learning. For example, participants in the BEAT programare assisted to develop learning plans, which are developed into learning contracts. Thesebecome the blueprints for their learning and activities that occur in the following weeks. TheDoveton, Box Hill and Blackwood programs also place emphasis on goal setting and managinglearning with guidance from a mentor teacher.55