Initiatives to improve participation

Four project oversight groups made up of representatives of parent groups, unions and principals’ associations were established to oversee the implementation of the ELFA recommendations.

The service delivery structure for schools was reorganised into 27 clusters of schools, each managed by a board consisting of the principals of the schools in the cluster, with branches providing administrative and accountability support.

Resources were reallocated to the clusters. Boards managed the resources and support services for the cluster, including its multi disciplinary cluster support team.

Branch advisors worked with clusters in planning and managing services for high needs students in the areas of physical impairment, inclusive practice and autism.

Further initiatives developed as a result of ELFA included a ‘toolkit’ of resources and best practice models for use by schools.

A new approach to resourcing students with high needs, including a revised high needs register, will be implemented in 2006.

Professional development opportunities in the area of inclusive learning will be extended through the newly established Institute for Inclusive Learning Communities.

Personal Futures officers and parent liaison officers were appointed to support student pathway planning.

All schools were provided with additional resource staff to support the student pathway planning work with teachers and parents.

Individual students who are at risk of leaving school early, along with their families, will be directly targeted for provision of additional support.

• the issues commonly faced by refugee families
• techniques for assessing the impact of the refugee experience on students
• strategies for developing intervention plans based on assessments
• strategies to enhance educational outcomes
• support provisions for school staff working with survivors of torture and trauma.

Ongoing training using the MindMatters resource was provided for secondary schools, clusters and support teams.

The training was delivered concurrently with work on related areas including the Essential Learnings (particularly Maintaining wellbeing), the national Safe Schools framework, Safe at Home and Supportive School Communities.

A reference group for mental health promotion in schools was formed to share good practice across agencies and sectors.

MindMatters assisted school communities including teachers, parents and students to take positive action to create a climate of mental as well as physical health within secondary schools.

Good practice stories were published on the MindMatters website to provide ongoing support to teachers.

Strong links were made between MindMatters and the Essential Learnings.

The links between MindMatters, the Essential Learnings and inclusive practice will be further strengthened.

The reference group for mental health promotion in schools will continue to coordinate a range of promotion and prevention initiatives including MindMatters and the Community Resilience project.

Additional classroom support materials were developed for the inclusion of students with high needs.

The diary that students use to record their water safety activities was adapted for high needs students.

Professional learning will continue, including one-on-one support for new employees and ongoing development for both teachers and teacher aides working with high needs students undertaking the program.

Implementation strategies will be developed by relevant government agencies.

Data from the revised Kindergarten Development Check was entered into SARIS and all Kindergarten teachers participated in SARIS training.

Early childhood teachers and child carers indicated that they valued the Young Children Learning-Support Materials, a resource linking the Kindergarten Development Check with the Essential Learnings.

The Office for Educational Review will work with teachers and principals to improve Kindergarten Development Check reporting.

Bilingual or general teacher aide time was available for four hours per week for Kindergarten programs and five hours for Prep.

Professional learning was offered to all Kindergarten and Prep classroom teachers and teacher aides involved in the ESL Program.

Training will be offered to applicants proficient in the languages of new community groups to become bilingual teacher aides.

The two Strong Start pilot programs, the Integrated Services project in the West Tamar and the Support for Young People project in the Derwent Valley, were in their final year of operation.

Evaluation of the projects by independent research centres identified significant outcomes.

Action plans were reviewed and revised, with strategies reflecting increased understanding of the needs of the two regions.

In the Derwent Valley, the Early Years coordinator will continue to provide support and projects will be linked to the local, Australian Government Communities for Children program.

Non-government organisations will continue to resource the new services.

Partnerships will be developed with isolated schools to facilitate the regular placement of the mobile play bus in these communities.

New programs were established to support physically disabled students in the Eastern Suburbs Cluster in Launceston.

• an overview of funding and resources for the program
• models of implementation aligned with Essential Learnings for All
• practical information for clusters, principals, teachers and support teams working with ESL students.

• the Aboriginal Perspectives in the Essential Learnings (APELs) program, developing resources that support effective teaching of Aboriginal perspectives and Aboriginal studies
• Changing Places - Making Links, which aims to improve literacy and numeracy proficiency of Aboriginal and Torres Strait Islander primary students.

Continued professional learning will be provided to schools/clusters with high numbers of Aboriginal students.