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

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Support ProgramsMansfield Secondary CollegeRalph Davey03 5775 2022Support programs arepreventative and thereforebegin at Year 7 level upTeam varies according to theprogram: Year levelcoordinators, staff members,counsellor, speech therapist,aides and parents are allinvolvedFollowing support programsare in place:– literacy, integration andspeech related strategies arein place to identify studentswith learning difficulties– counselling is provided forstudents with behaviouralproblems– support is provided forstudents at risk of notcompleting units– support is provided forstudents at risk of notcompleting schooling– support is provided for allstudents with year levelactivities to improve effects/motivation– all students are encouragedto undertake enrichmentactivities–87Colac Alternative SchoolProgram (CASP)Colac Alternative SchoolSymon Chazan52 322 640/ 019 330 040Program is off site to allschools in the area, howeverdoes utilise school facilitieswhen requiredStudents are referred via mainstreamschools, communityagencies, police, youth workersetcYoung people not at schoolneed to enrol in a school beforethey can enrol at CASP.Schools pay $500 per studentfor the 20 week program. Theprogram is based on behaviourProgram relates closely withhomelessness, unemployment,substance abuse, health etcprograms. Workers from theseareas deal with the students andtheir familiesPractical and managerial linksare made with thesecommunity agenciesCASP is a co-operativeeducational annexe providingcase plan management forindividual students– emphasis on outdoor andphysical activity such asadventure activities (saferisk taking activities)– trade and practical subjectsare taught- core componentof basic skills are taughteach morning– provides an education tokids who have slippedthrough the system byinvolving the family andthe community
Program and LocationTarget Group, Program Team,Program Length & Levelmanagement not on behaviourmodificationContract is signed by studentand caregiverFunded team members include 2full time coordinators, 2 half timeteachers and 2 half time officeworkers. Service club support isprovided for a maintenancevolunteer, business support isprovided for reading volunteersand Youth workers from the localhospital based at school assistwith the mentor programLinks and Outcomes Activities Critical Characteristics/Determinants of Success– go on camps and mix withmainstream schools onoccasions– music and art encouraged– Internet and technologyinstructors– students participate in workexperience 1 day a week– literacy and numeracy aretaught “incidentally” invirtually all in-house activitiesand in many outdoor activities88Hazelwood Estate AlternativeProgramHazelwood EstatePeter Sedgwick03 5122 1343Program is a welfare strategyfor the Latrobe Valley DistrictSchools catering for malestudents at riskStudents are at risk of not fullycompleting their schooling dueto a wide range of circumstances,including poor attitudeand behaviourStudents are referred via theschools for consideration.Referrals are confidential andfeature a student profile form.Welfare coordinators also referstudents and their families tothe programProgram ties by addressingspecific needs of homelessness,unemployment, substanceabuse and healthPrograms offered are:– Basic Literacy/ Numeracyskills– Outdoor education– Social skills workshops– Wilderness experience– Technology– Harm minimisation– Work experience– Team building/ self esteem– Real life learning– Behaviour modification– Counselling– clear outcomes– tracking of students hasindicated long termsuccess– happier families– full evaluation by students/families/ base schools– addresses students specificpersonal goals– relates to real life issuesaffecting male youthTeam consists of Teacher InCharge (Teacher Consultant onDistrict staff paid for by theDistrict), fully qualifiedTeachers Level 2 and 1 aidepaid by District funds– Sport
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Providing Education and Trainingfor
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ForewordThe Commonwealth Government
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ContentsForeword 3Acknowledgments 4
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Executive SummarySuccessful learnin
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program leaders (at least) to meet
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The major outcome sought from this
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Data was entered in categories unde
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2Literature ReviewBenchmark 1995Sub
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It is likely that a significant gro
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Indeed, these ‘messages’ have b
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In this we look at labour market sk
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Individuals appear to perform bette
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The research literature on ‘alien
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ConclusionPathways are notoriously
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3Mapping the FieldThe Stage 1 inter
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Wilderness Enhancement Program, ATL
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them from progressing or even parti
Page 37 and 38: 4Program ModelsAnumber of the 19 pr
Page 39 and 40: 3. All students are case managed.4.
Page 41 and 42: (i) accommodating student diversity
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 87: Program and LocationTarget Group, P
Page 91 and 92: Program and Location- Certificate i
Page 103 and 104: Program and LocationCambodian Youth
Page 105: APPENDIX IIICURRICULUM OUTLINE FOR
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