STUDENT SERVICESPOLICIES &PROCEDURESCONNOLLY PRIMARY SCHOOL

Student Services Roles and Responsibilities

2 Connolly Primary School - Student Services Policy

Identification Intervention Monitoring

Complete SAER transitionfrom previous year.Meet with parents todiscuss student needs andgoals by Week 5 Term 1.Complete specialist SAERSpreadsheet.Identify SAER usingappropriate strategies andreferral form.Monitor all students, andrefer any social behaviouralor academic concerns tothe leadership team.

Modify educational programsto meet needs of students.Follow the documentationprocess (to be completed byWeek 5 each term)Use appropriate programsand strategies to targetSAER outcomes.Implement strategiessuggested by outsideagencies (whereappropriate)Inform specialist staff of allplans that need to beimplemented.Seek advice from StudentServices Leadership team.

Monitor all students, and referany social, behavioural oracademic concerns to theStudent Services team.Monitor existing SAER casesto determine need for furtherintervention.Maintain records of IEPs andIBPs on Reporting toParents:SENReport progress to parentsand admin.Review action plans andmake recommendationsAttend case conferences.

AssociatePrincipal(StudentServices)

Allocate time forappropriate handovers toensure strategies can beimplemented.Communicate StudentServices Policies andProcedures to staff andparents.Liaise with parents andoutside agencies regardingdiagnoses.Manage DisabilityResourcing applications,budget and allocation ofresourcing accordingly.Manage EA timetables andsupport structures.

Organise and coordinatecase conference todetermine action plans.Meet with teachers whensupport is requested.Liaise with Department ofEducation for support.Ensure appropriateprofessional learning forstaff.Liaise with appropriateoutside agencies.Coordinate allocation ofresources inc EducationAssistants.Liaise with parents asrequired.

Review cases to keep parentsinformed.Keep master files up to dateTransfer information followingstudent movement.Assist in writing plansMonitor the implementation ofplans.Ensure plans are signed byparents and kept on file.Keep SAER register up todate.Contribute to collation ofwhole school data.

Teachers

StudentServices Team

Ongoing consultation withschool leadership.Assist school in theidentification of students.Manage referral processProvide support andinformation.

Collaborate with teachersand parents to addressconcerns.Meet formally each term todiscuss new referrals andcurrent interventions.Participate in caseconferences.Support staff as required.

Ongoing record managementin accordance with DoEguidelines.Review and modify StudentServices policies andProcedures.Review files anddocumentatiion to determineresources required.

ParentsCommunicate concerns tothe school.Discuss concerns withteachers and studentservices team.Inform school of relevantinformation.

Attend case conferences.Participate in actionplanning.Implement strategiessuggested at home (whereappropriate)

Provide outside agencies'reports.Maintain contact withteachers to determineprogress.Attend review meetings.

Strategies for Identification

Systemic Assessments inc. On-Line Interview (PP-Yr2).

School Assessment inc KAT, RAT, Off-Years NAPLANtestingClass-Based Assessments

NAPLAN

Strategies for Identification

Needs Summaries.Individual Education Plans (IEP)Group Education Plans (GEP)Individual Behaviour Management Plans (IBP)Action Plans

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Students at Educational Risk (SAER)

Students at educat ional r isk wi l l be ident i f ied through the fol lowing processes:

Al l students in Kindergarten wi l l have an entrance interview at the commencement ofthe year to gather informat ion on students.

Al l Pre-Pr imary chi ldren wi l l complete On Line Interview in Term 1 and phonemicawareness screening at the conclusion of the year.

The Management Informat ion System wi l l be used to gather student performance dataon al l areas of the curr iculum, including socio-emot ional development together wi thteacher assessments, and teacher judgements wi l l ident i fy students at r isk of notreaching their academic potent ia l to implement a case management process.

Al l Teachers can complete a referral form at any t ime throughout the year to accesssupport f rom the Student Services Leadership Team. Completed forms are to beplaced in the Associate Pr incipals ’ Off ice. The Student Services Leadership teammeet twice a term to review the referral forms and decide on appropr iate support oract ion.

Students at r isk may be referred to outside agencies or to the school psychologist toassist ident i f icat ion processes.

Class l is t of students requir ing di f ferent iat ion wi l l be given to staf f at start of theschool year, a long with any students’ red SAER f i les.

Ut i l ise NAPLAN data, a long with teacher assessments and teacher judgement, toident i fy students for case management process.

Ident i f icat ion Processes

Rationale Every child has a right to receive an educational program that addresses their individual needs andassists them in fulfilling their potential. A student at educational risk is any student who is not performing to their academic, emotional, social orbehavioural potential. This includes children performing below the expected norm as well as thoserequiring extension. Students with a diagnosed disability, or those that are identified as gifted andtalented also are deemed at educational risk. This policy statement recognises that addressing the needs of students at educational risk is acollaborative process characterised by a sense of shared responsibility by the student, the parent, theteacher and the school executive.

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Case Conferences A key aspect of our Students at Educational Risk (SAER) processes is the use of caseconferences. Case conferences are formal meetings attended by the classroom teacher, administration,parents and additional specialists (as required). These meetings provide opportunities for dialogue between the school and families, ensuringthat the implementation and review of Individual Education Plans is a collaborative effort. These will be organised throughout the year, and be coordinated by the Associate Principal(Student Services).

Curr iculum modif icat ion to exist ing c lassroomprograms.

The use of Needs Summary, Indiv idualEducat ion Plans, Group Educat ion Plans,Indiv idual Behaviour Management Plans, Case Management Plans and Act ion Plans forstudents at educat ional r isk.

Case management process wi l l exist fortargeted students not achieving ful l academicpotent ia l .

Plans should include speci f ic , measurable shortterm goals, c lear implementat ion t imel ines anda process to review the progress of thestudent(s) towards achieving their goals. Eachplan is to be reviewed termly.

These plans are to be signed by the AssociatePrincipal (Student Services) and a copyprovided to the parent and a copy in the redfolders.

Withdrawal programs for students ateducat ional r isk funded through the staf f ingprof i le. The Student Services Leadership Teamwil l provide advice to the Pr incipal regardingsuch programmes.

Teachers are required to fo l low thedocumentat ion process.

In tervent ion Processes The school wi l l of fer a range of intervent ionopt ions to support students at educat ional r isk:

Al l completed documentat ion is storedelectronical ly by the Associate Pr incipal(Student Services) as per documentat ionprocess.

The implementat ion of the documentat ion wi l lbe monitored by the Associate Pr incipals.

One team meet ing per term dedicated toStudent Services.

At the conclusion of the year, teachers shouldinclude a recommendat ion statement in the documentat ion.

When a student is deemed not at r isk, theSAER f i le is returned to the Associate Pr incipal(Student Services) wi th a note of register anddate proforma, and to be placed on the chi ld ’smaster record.

A master l is t of students ident i f ied as SAER isprovided to the staf f at the commencement ofthe school year.

At the end-of-year, the t ransi t ion of studentswith speci f ic disabi l i t ies or learning di f f icul t iesis conducted by the Associate Pr incipals, wi ththe current and new teachers.

Handover process at end-of-year or at the startof the new school year. Previous teacher ofSAER student to meet wi th the new teacher.

Monitor ing Processes The school wi l l use the fol lowing procedures tomonitor students at r isk:

total or partial loss of the person's bodily or mental functions; ortotal or partial loss of a part of the body; orthe presence in the body of organisms causing disease or illness; orthe presence in the body of organisms capable of causing disease or illness; orthe malfunction, malformation or disfigurement of a part of the person's body; ora disorder or malfunction that results in the person learning differently from a person without the disorder ormalfunction; ora disorder, illness or disease that affects a person's thought processes, perception of reality, emotions orjudgment or that results in disturbed behaviour;

Definition Students with special educational needs are defined as being those students with a diagnosed disability. This isdefined by the Disability Discrimination Act 1992 as:

Procedures The identification, intervention and monitoring procedures outlinedin the Students At Educational Risk (SAER) policy, will apply tostudents with special educational needs. The Student Services Leadership Team, led by the AssociatePrincipal (Student Services), will manage and monitor the SENstudents. The allocation of education assistants is to be flexible to cater forindividual student needs. Case conferences will be held at least once each semester, andinclude the classroom teacher, education assistant (if applicable),Associate Principal (Student Services), parents, and any involved additional stakeholders. Teachers will use Reporting to Parents:SEN to manage individualeducation plans, and to report against personalised outcomes (asappropriate).

 Disability Resourcing Applications for Disability Resourcing funding will be completed bythe Associate Principal (Student Services), and will be inaccordance with Department of Education protocols. Disability Resourcing funding will primarily be used to appointeducation assistants to support the educational needs of students. In addition, some funding will be allocated to ensure adequatesupport for high need areas, or situations including: · Transitioning Programs· Swimming Lessons· Excursions· Camp

Key Understandings about

Disability Resourcing

In Western Australia, Disability

Resourcing funds only the top 3% of

highest need students.

Being diagnosed with a disability does

NOT automatically mean a school will

receive Disability Resourcing funding to

assist in meeting the educational

needs of the student.

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Special Educational Needs (SEN)

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Gather Information

Collaborate

Report and Recommend

Intervention

Differentiated curriculum developed following the Maker Model.

Participation in Extra-Curricular Activities

Participation in Department of Education programmes such as the Early

Curriculum acceleration.

Procedures IdentificationThe identification of gifted and talented students should begin during the early yearsof schooling. At Connolly PS, teachers will:

This can be done through a number of means including standardised testing, observations by teachers/parents, anecdotal records/interviews, and IQ testing.

Collaboration with colleagues, the Student Services Leadership Team, parentsand/or outside agencies.

Analyse of testing, and the development of Individual Education Plans.

Strategies for intervention will vary based on the individual needs of identifiedstudents. At Connolly PS, these may include:

Years Extension (EYE) and Primary Extension and Challenge (PEAC)programmes.

Monitoring Monitoring will be in-line with the school’s Students At Educational Risk (SAER)policy and procedures. Case conferences will be held as required, and include the classroom teacher,education assistant (if applicable), Associate Principal (Student Services), parents,and any involved additional stakeholders.

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Gifted and TalentedRationale It is important that students with exceptional potential are supported during their schooling, and that the abilities ofgifted and talented students are accepted, valued and fostered by teachers, parents, peers and the widercommunity. For varied reasons, many gifted and talented students are at risk of not achieving to their full potential. ConnollyPrimary School aims to provide support for gifted and talented students to achieve their best possible learningoutcomes.

Identification ProcessesShould...

Be Inclusive

Be Flexible and Continuous

Utilise Information From

Multiple Sources

Identify Student Strengths

Direct Teaching & Learning

The Maker Model of Differentiated Curriculum

The Maker Model suggests

curriculum needs to be differentiatedin terms of:

Learning Environment

Content Taught

Working Processes Utilised

Product To Be Produced By The

Student

Maintain accurate attendance records;

Respond to Department of Education requests for reporting and disclosure of

Address student absence;

Develop plans for students with persistent absence and;

Retain all relevant documentation.

Guidelines In accordance with the Department of Education’s Student Attendance Procedures, thePrincipal will:

attendance data;

Procedures Daily Tracking Classroom teachers will maintain records of the lesson attendance using Integris. Records willbe updated before 8:45am & 1:00pm daily. Should teachers be unable to input the data, they will alert the school officer prior to 9.30am. Relief teachers will be given printed attendance sheets to be completed and returned to theoffice prior to 8:45am & 1:00pm for the school officer to input. The school sends out an automated SMS alert at 10:00am & 2:45pm for unexplained absences. Parents are able to contact the school provide an explanation for student absences via SMS,phone or email. The school officer will update Integris, including a note. Teachers are not to change the codes inputted into Integris by the school officer. Administration input future absences as required.

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AttendanceRationale Connolly Primary School is committed to providing a safe and supportive school community, based on the premisethat every student has the right to learn and every teacher has the right to teach. The likelihood of success inlearning is strongly linked to regular attendance and engagement in the educational programs. Students with poorattendance risk poor academic achievement, a greater likelihood of not completing schooling and a greater risk ofsocial disadvantage. Parents have a legislative responsibility to inform the school if their child is absent and of the reason for thisabsence. Connolly Primary School monitors and manages student attendance in order to maximise theopportunities of all students to learn. The School will work in partnership with the parents and guardians of studentsat attendance risk to ensure a positive outcome is reached for all.little bit of body text

Students Arriving Late

At Connolly PS, a student isdeemed to be late if they arrive

after 8.45am.

Students arriving late MUST arrivethrough the Front Office.

The school officer will provide a latenotice for the classroom teacher,and will update Integris records.

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Monitoring Student Attendance Should a student return to school without explanationfor an absence, the classroom teacher will send homean Absentee Note to be completed and returned bythe parent/caregiver. The classroom teacher will update Integris upon thereturn of this note, including the explanation provided. School administration will forward letters twice a termfor unexplained absences and repeated late arrivalsthat will be generated through the lesson attendancemodule of Integris as a follow-up to daily SMS alertsand teacher follow up. (Week 4 and 8) Student attendance and late rates will be reviewedand an attendance report will be sent home for each student at the end of each term All students identified as having an attendance rate below 90% will be considered for further action.

Recording Student Absences Authorised Reasonable Cause (R)When the principal has deemed the reason asacceptable. Cultural Absence (C)Due to cultural or religious events. The duration of theabsence should be agreed prior to the absence. Notified as Sick (N)Due to illness. A medical certificate may berequested. Vacation (V)Negotiated with and approved by the principal prior tothe absence. Suspended (S)Automatically recorded when a student is formallysuspended. Unauthorised Absence - Cause Not Established (U)When a child is absent, and waiting for anexplanation. Further follow-up is required. Unauthorised Vacation (K)Vacation when not approved by the principal. Unacceptable Reason (X)When the Principal deems the reasons as not meetingthe requirements of the School Education Act 1999. Truant (T)When a student has truanted.

Attendance & Students AtEducational Risk The Department of Education classify student attendance rates based on the following scale: Greater than 90% Regular

Between 80-89% Indicated Risk

Between 60-79% Moderate Risk

Less than 60% Severe Risk

Vacations During Term 

While family time is very valuable, it is important to stress that taking children out of school for family holidays reducesthe amount of time available for learning and is detrimental to their education. Prior to taking children on vacation during the school term, parents MUST meet with the Principal, or submit a writtenrequest. It is at the Principal’s discretion as to whether there are reasonable grounds for authorising the absence. The Principalwill notify the parents in writing should the decision be made not to approve an in-term vacation. Parents should also refer to the Homework and Vacations During Term section of the school’s Homework policy (withinthe School Operations Policies and Procedures document).

If unable to contact parents, the school will refer to the Students whose Whereabouts are unknown (SWU)Guidelines and Procedures.Admin send Attendance Letter C requesting an attendance meeting to identify issues and to develop andimplement an action plan.Admin continues to document and monitor student attendance.

Level 3Persistent Absences

AttendanceLevels of Intervention The school follow the outlined process of intervention when a student is identified to be at risk due to absences.

After three consecutive unexplained absences, the classroom teacher will make contact with the parents,either by phone or email using Attendance Letter A to seek explanation.Should the teacher not be able to make contact with the parent, or the student continues to be absent, theteacher is to refer the student to the Student Services Team via the referral process.Teacher to document and monitor attendance

Level 1

Student Services Team will document and monitor student attendance, and make contact with the parentto gain explanation of absence.When the student’s attendance falls below 80% - Attendance Letter B to be sent.

Level 2Continued Unexplained or Ongoing Absence

Review meeting is held to evaluate attendance goals and strategies.Should parents not attend, or attendance does not improve, Admin to send Attendance Letter DPrincipal to form an attendance panel for parents to attend.

Level 4Persistent Absences

Principal to establish that all practicable steps to restore attendance have been taken.Principal requests that the Director General of Education issue a certificate pursuant to Section 42(2).The matter is referred to the Department of Education’s Legal Services for consideration of prosecution.

Level 5Persistent Absences

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Pastoral CareRationale Connolly Primary School is committed to providing a safe and supportive school community, based on thepremise that every student has the right to learn and every teacher has the right to teach. The development ofeach student’s social and emotional well-being is as important as academic learning and physical health whenconsidering the pre-requisites for a motivated and positive learner. It is also important that staff should experience a positive professional environment in which they feel valuedand supported. The care and support of staff is critical to ensure a flow on effect to the students within ourschool.

Taking a proactive approach towards pastoral care, with a focus on prevention and intervention.Ensuring the following strategies and programs are in place to promote and support the social and emotional well-being of students:

Running parent information workshops throughout the year, to assist parents in engaging in, and supporting, theirchildren’s education and emotional well-being.

Providing staff with access to on-going professional development

Ensuring the following strategies are in place to promote and support

Our Commitment To Pastoral Care At Connolly Primary School, we are committed to:

Þ School ChaplaincyÞ School ValuesÞ Friendly Schools PlusÞ Buddy ClassesÞ Upstander & Harmony AwardsÞ Student Leadership

in creating a safe and supportive school environment

social and emotional well-being of staff:

Þ School ChaplaincyÞ Well-being/team-building as part of each Staff Development DayÞ Staff Care PacksÞ How Are You Flying?Þ Social Committee EventsÞ Shared Lunch

  Leadership of Pastoral Care The Student Services Leadership Team will be responsible for providing leadership of the pastoral care strategies andprogrammes within our school.

Pastoral Care in the Curriculum

In addition to the specific pastoral carestrategies and programmes,

our school will address the pastoral careneeds of our students through the

following curriculum areas:

Health & Physical EducationCommunicating & Interacting For

Health & Well-Being

Humanities & Social SciencesCivics & Citizenship

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Documentation Process

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Teacher opens documentation in the Shared Drive / All Staff / All Staff IEP-GEP-Needs Summaries Master

to desired location for adjusting.

Teacher finalises documentation; seeking Associate Principal’s advice as required.

Teacher saves final copy into the appropriate class folderShared Drive / All Staff / All Staff IEP GEP Review

Associate Principal checks documentation, suggests amendments (if required) and emails recommendations to the teacher.

Associate Principal saves to the student’s Master File

Associate Principal signs and distributes to pigeon holes for teachers and parents to sign (by beginning of Week 6).

Teacher to notify parents for discussion and signing of documentation.

Teacher to store hard copy (with signatures) in the student’s red SAER file.

Connolly Primary School - Student Services Policy

SEN

E Grade / working on alternative year level curriculum.

Medical.

IBMP—playground classroom work habits, not utilising class Behavioural Management Policy.

ID diagnosis SEN planning all curriculum areas.

Differentiation this is not in a documented plan to be included in class planning with students identified.

Student Services referral.

Discussion with parent/case conference if necessary.

Discussion with AP.

Development of plan.

Meeting with parent to discuss/sign plan.

Process for coming off documented plan:

Independent achievement of outcomes.

Working at least D level in planned area ( for curriculum based plans).

Discussion with AP.

Parent meeting/case conference.

Student on alternative program.

Student working 2 years below.

Every strand of English or Maths must be reported.

ID diagnosis for all curriculum areas.

Criteria Criteria for students receiving a documented plan:

ProcessProcess for students coming onto a documented plan:

ReportingSEN reporting criteria:

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Documented Plan - Criteria, Process & Reporting

Connolly Primary School - Student Services Policy

Term 1Plans due week 5 - New objectives and strategies.

Term 2Plans due week 3.

Review of Term 1 objectives/strategies.Reports completed week 8, home week 10.

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Timeline for Documented Plans

Term 3Plans due week 3.

Review of Term 2 objectives and new objectives/strategies.

Term 4Plans due week 5.

Review of Term 3 objectives and recommendations for next year.Reports completed week 8.

Term 4 report details what student has achieved, were as Term 4documented plan has next year recommendations.

Connolly Primary School - Student Services Policy