DEPAR AND TRAINING
DEPARTMENT OF EDUCATION AND TRAINING
Special Education
Support Services
Information Package
Student Services Information Database
School
Initial
Contact
Officer
Case Manager
Special Education
Specialist Support
Policy & Legislation
Special Education Support
Services Continuum
School
Professional Learning
Teaching & Learning
DEPARTMENT OF EDUCATION AND TRAINING
Contents
CONTENT PAGE
Support package information 2
Introduction 2
Special Education Framework 3
Special Education Support Services (SESS) 4 Factsheet: Special Education Support Services (SESS) 5-6
Factsheet: School Support 7
Special Education Support Services Overview 8
Document Descriptions 9-10
Parent Consent Form 11
Initial Contact Form 12-13
Student Support Plan 14
Support Service Request Form 15
Checklist 16-17
Factsheet: Education Adjustment Plan (EAP) 18
Factsheet: Goal writing 19-20
Education Adjustment Plan template 21-26
Factsheet: Health Care Plans 27
Health Care Plan template 28
Fact Sheet: Special Education Support Program (SESP) 29 Special Education Support Program (SESP) Application Form 30
Request for School Visit Form 31
Change of School Form 32
School Transitioning Form 33
Information: Equipment Grants 34
Equipment Recommendation Form 35
Transport for Students with Special Needs 36
DEPARTMENT OF EDUCATION AND TRAINING
SUPPORT PACKAGE INFORMATION
Student Services will be recognised and valued as an outstanding specialist service provider improving educational outcomes for all students.
Our Mission is to deliver specialist services and strengthen partnerships that provide young Territorians with access to education for lifelong learning.
“Schools have the responsibility to follow the recommended procedures for the identification, referral and assessment of students with disabilities. Officers from Student Services, in
conjunction with other agencies, will carry out further assessments and assist in programming as required.” Students with Disabilities Policy (2008, ref 6.2)
Introduction
This support package will assist Territory Schools with developing a Student Support Plan including learning adjustments and access to Student Services Division advisory support staff for students considered to be at educational risk (Students who are identified by the
school support team as being at educational risk due to academic, behavioural, emotional and/or social difficulties and may show early warning signs of disorder or disability).
This process is designed to help teachers and parents recognise and respond to early
learning, behavioural and emotional difficulties in young children and students who may be at risk for learning, behavioural or mental disabilities or disorders.
The process emphasises prevention and intervention and includes the following principles: Intervention as early as possible before the student experiences school failure; Early referral to Student Services Specialist Staff for formal evaluation if a disorder or
disability is likely;
Targeted interventions for specific difficulties identified through assessment; Systematic monitoring of student progress to guide decision-making and improve
academic outcomes, attendance and retention.
All schools across the NT will have a Student Services Initial Contact Officer (ICO) assigned to their school. This person is the first point of call for any concern regarding a student’s special education needs and at risk needs.
Student Services will assign Case Managers to support the school with the development of a Student Support Plan and to provide relevant, professional and timely advice, strategies, resources and information through professional dialogue. Case Managers are also assigned to students already identified as students with disabilities.
If you have additional concerns or enquiries regarding whole school support, please liaise with your Regional Student Services Manager.
Please note that if a student exhibits self harm or suicidal ideation you should immediately consult with your School Counsellor or SSD School Psychologist. If you are unable to access either of these services, contact the Manager Mental Health and Child Protection or Professional
DEPARTMENT OF EDUCATION AND TRAINING
Special Education Framework
The six components of Special Education Support Services 1. The Policy
Student Services Students With Disabilities
Policy is directly related to the specialist
services provided to school communities and intimately linked to the Disability
Discrimination Act 1992 and Disability Standards for Education 2005. Student
Services Students With Disabilities Policy guides special education support practices in schools for students with special needs. http://www.det.nt.gov.au/__data/assets/pdf_f ile/0018/729/students_with_disabilities.pdf
2. Teaching and Learning
Student Services is committed to quality student outcomes through quality teaching and learning processes. Our philosophy of inclusion is grounded in evidence based best practice and supported by national
legislation.
- Teaching Literacy and Numeracy Strategy - Quality Teaching Pedagogy
3. Special Education Support Services (SESS)
Information about Special Education Support Services (SESS) has been streamlined into one convenient document. The SESS Information Package contains flow charts of essential information, fact sheets, questions and answers, templates, forms and checklists. It has been designed to assist schools with developing a Student Support Plan including learning
adjustments, accessing appropriate resources and Student Services Specialist Staff.
4. Communication
Student Services communicates directly with school communities through DET eNews, Principals Weekly Updates, the DET Staff website and the Newsletter for Special Education Teachers.
5. Data Management
The Student Services Information Database (SSID) will combine all current student data collected by Student Services and enable complex analysis, data interrogation and future predictions to be performed in a manner consistent with that available at a national level.
6. Professional Learning
Student Services is committed to building the capacity of schools to deliver special education services by providing quality professional learning opportunities, including annual forums, quarterly Special Education Teacher Network meetings and online training.
The Policy Teaching & Learning Special Education Support Program Communication SSID Student Services Information Database Professional Learning
DEPARTMENT OF EDUCATION AND TRAINING
Special Education Support Services (SESS)
Special Education Support Services offers an extensive continuum of services for schools. The continuum diagram below outlines processes for schools to access services, to strengthen partnerships with Student Services and subsequently enhance outcomes for students. The continuum recommends service roles and responsibilities for the following:
School
Student Services Initial Contact Officer Student Services Case Manager Special Education Specialist Support.
SESS Information
The Special Education Continuum of service is underpinned by a series of documents. The documents are designed to:
Provide a professional framework to assist with planning educational adjustments Provide a written record of adjustments/actions made by the student support team Assist in reporting to parent /caregivers, paediatricians or other agencies
Assist with tracking students experiencing difficulty accessing the curriculum Inform whole school resourcing and professional learning
Inform the development of a formal Education Adjustment Plan.
School Initial Contact
Officer
Case Manager Special Education Specialist Support
Policy & Legislation
Special Education Support Services Continuum
Case Management process to determine next level of support Monitor at school with support as required Review at strategic point School
Collect Information and note concerns about:
* Students at risk
* Newly identified students * School based interventions * Special Needs Profiling
Instrument
In collaboration with the school:
* Determine needs of student and what support the school requires
* Complete Initial Contact form Discuss with appropriate Team Coordinator, who will appoint a Case Manager In collaboration with the school: * Collect discipline specific information * Conduct observations if necessary, provide advice/ strategies * Develop Student Support Plan and review progress Formal review of plan: * Successful – continue plan * Minimal Progress - Complete Support Service Request form
Teaching & Learning
Student Services Information Database Professional Learning
DEPARTMENT OF EDUCATION AND TRAINING
Special Education Support Services - FAQ
What support services are available to schools?
Student Services provide a range of support services that schools can access. These include:
Assessment, advisory and teaching support
Ongoing and specific professional learning in identified areas of need for Classroom Teachers, Special Education Teachers and Special Education Support Staff
Case management services to coordinate and facilitate interventions
Counselling and brief therapeutic interventions, referral to outside agencies when required
Whole class and targeted group interventions Professional Resources provided on loan
On-line Professional Development in specific disability areas
Specialist intensive intervention in Special Education Schools, Centres or Programs School-Wide Positive Behaviour Support (SWPBS) including a range of support
services such as professional learning, supported implementation of SWPBS, and provision of resources
Positive Learning Centres – alternative programs for students with extreme challenging behaviour in partnership with host school
What if the student already has a diagnosed disability?
A student with a diagnosed disability who is newly enrolled, or a student with a new diagnosis of disability, is immediately eligible for a support service request. Please make sure you attach information as per the checklist to help with the determination process, for example a confirmation report of diagnosis from a medical or other professional.
When do I develop an Education Adjustment Plan?
An Education Adjustment Plan (EAP) should be developed once the needs of a student are clearly identified. An EAP is a negotiated plan that outlines the adjustments required to ensure students with identified special needs have access to the curriculum. Education Adjustment Plans should be negotiated with parents/caregivers, teachers and other agency stakeholders to ensure the best outcomes for students. An EAP needs to be commenced prior to submitting an application for support through the Special Education Support Program (SESP) to Student Services. The EAP is a prerequisite for supplementary resources being made available, according to the Students with Disabilities Policy. EAPs should contain information from the Student Support Plan and recommendations from Advisors, medical professionals and therapists.
(Advisors from Student Services are able to support you in this process and information including an online PowerPoint presentation is available on the DET staff website.)
Where can vision and hearing assessments be obtained?
Any eye specialist, ophthalmologist or optometrist is able to assess a student’s vision (parent/caregivers to make appointments). In remote communities, a nurse from the clinic is available to help with this request.
To get a student’s hearing checked, schools can refer parents/caregivers to NT Hearing Services. Contact details:
Casuarina Plaza, phone (08) 8922 7110 or Alice Springs phone (08) 8951 6711
DEPARTMENT OF EDUCATION AND TRAINING
What additional information do I need to attach to the Support Service Request? School and NAPLAN reports are always informative. Samples of the student’s work, such as writing, spelling, maths and drawings, help set the scene and give Advisors valuable
assistance in determining what service to provide.
What if I need advice for a student or group of students (e.g. autism, behaviour) After completing a ‘Request for School Visit’ form an Advisor from Student Services will make an appointment to discuss your needs. The Specialist Advisor may observe the student/students or recommend strategies and/or resources.
How do I access therapy services?
To access a speech pathologist, occupational therapist or physiotherapist contact: Department of Health and Families Aged and Disability Services within the region Private providers
Carpentaria Early Intervention Services
Children’s Development Team – Students from Transition to Year 12
For further information visit: http://www.det.nt.gov.au/students/support-assistance/special-education-disability/therapy-services
DEPARTMENT OF EDUCATION AND TRAINING
School Support
Who is available to support schools?
There is a range of personnel who support Territory schools. These include:
Within schools:
Special Education Teacher (SET)
Special Education Support Officer (SESO) Special Education Support Assistant (SESA) Student Services Support Teams:
Special Education provides assistance for students with identified disabilities and special needs to access the mainstream curriculum. This includes professional learning
opportunities for school communities.
Early Childhood Intervention provides advice and assistance to families and teachers of young children with disabilities and special needs, from birth to the end of Transition level. Hearing supports students, families and teachers. Support may be advisory information for adults or direct support for the child. This service is available from birth and is provided for students with sensori-neural and conductive hearing loss.
Vision provides support for young children and students who are vision impaired or blind, from birth until the completion of school. This team produces resources in Braille, tactile, audio and large print formats, as well as providing awareness programs and advice on appropriate technology.
Autism Advisors provide advice and support to school communities and families for students with Autism Spectrum Disorder (ASD).
Transition from School supports secondary students with disabilities to develop skills that will assist them in gaining independent or supported employment.
School Psychologists provide a range of services including assessment of students’ social and behavioural development and of intellectual and academic skills. They are also available for consultation with school staff and parents.
Behaviour Advisors assist schools to develop individual and whole-school approaches to challenging behaviours.
Positive Learning Centres (PLC) are located in Darwin, Palmerston and Alice Springs. They provide intensive behavioural and academic learning support for eligible students for 10-20 weeks.
Child Protection Education provides professional learning about the ‘Keeping Safe Child Protection Curriculum’ to schools which includes the DET half day Child Protection and Mandatory Reporting training to staff.
Physical Health and Wellbeing supports schools to promote children’s health, learning and wellbeing. The team has expertise in drug, sexuality, outdoor, physical and nutrition education.
School Counsellors are based predominantly in middle and senior schools and promote the mental health and social, emotional wellbeing of students by providing individual, small group and whole school interventions.
DEPARTMENT OF EDUCATION AND TRAINING
Special Education Support Services (SESS) Continuum
The SESS Continuum is intended to guide schools through a support service for students with special needs. The SESS Continuum recognises the knowledge and expertise within schools and the notion that schools have primary responsibility for the teaching and learning of all students. Schools have the responsibility to include students with special needs by adjusting curriculum, assessment practices, teaching styles and the physical environment. Schools may seek additional support and access the services outlined in the continuum to build capacity within the school and further support the teaching and learning needs of their students.Initial Contact Officer- Student Services Division Advisor
School Contact contacts their allocated SSD Initial Contact Officer
Initial Contact Officer reviews student information, school based interventions and data in consultation with the School Support Team, determines and appoints an appropriate Student Services Division Case Manager who will contact the school within two weeks.
Initial Contact Officer
Support Service Request
Complete Support Service Request Form in consultation with Student Services Case Manager. School to ensure forms have appropriate signatures (parent/caregiver, Principal or delegate)
Attach all relevant information as per checklist in the package.
Schools will be contacted by a Student Services Education Advisor within three weeks. Students with a disability and a classroom access need may also qualify for the SESP
Specialist Support
School internal process
It is recommended that the school:
Establish a School Support Team – the team could consist of classroom teacher, Special Education Teacher, School Counsellor, Senior Teacher, Assistant Principal and /or Principal.
Appoint a School Contact – the contact could be the Special Education Teacher (SET) or other representative if no SET. This person liaises with Student Services.
Commence school based interventions
Complete the following before contacting the Student Services Division Initial Contact Officer (ICO)
Read Student Record File, noting information needed for request documents.
Discuss concerns with previous teachers, teacher assistants and other relevant professionals and determine if there is an existing identified disability/impairment and/or English as a second language, attendance or health problems.
Special education teacher and classroom teacher complete the Special Needs Profiling Instrument (SNPI)
Discuss concerns with parent/caregiver. Check medical history, sleep patterns, diet, and home behaviour, and ensure hearing/vision assessments are current or initiated.
For new enrolment of a student with diagnosed disability or students with a new diagnosis consult with Initial Contact Officer to develop or modify an Education Adjustment Plan and complete the Support Service Request Form.
Parental consent
School Support Team has discussion with parent/caregiver and letter of consent signed
School
Case Conference
Student Services Division Case Manager and School Support Team:
Determine roles, responsibilities and actions for all stakeholders e.g. parents to take student to general practitioner; special education teacher to complete assessments, observations, provide resources, risk assessment, establish a student folder, consult with other disciplines for strategies.
Develop a Student Support Plan and implement for a minimum of six weeks
Regular review of student progress and appropriateness of Student Support Plan. Modify and adapt as necessary.
Formal review of Student Support Plan
Student Services Division Case Manager and School Support Team:
Intervention successful - student has achieved goals and improvement noted, continue/modify plan with Student Support team. Class teacher to monitor.
OR
Minimal progress, requiring ongoing intensive specialist support Complete Support Service Request Form.
DEPARTMENT OF EDUCATION AND TRAINING
Document Descriptions
Below is a list of documents referred to in the SESS information package. All forms and documentation can be accessed online at:
http://staff.det.nt.gov.au/quickfind/schools/SpecialEducation/index.shtml
Letter of Consent
This letter confirms parent/caregiver consent for Student Services Division staff to work in conjunction with the school to support their child.
Initial Contact Form
This form is to be completed by the school’s Initial Contact Officer in collaboration with a member of the school support team. It initiates the support service process for an individual student.
Student Support Plan
The Student Support Plan is developed in consultation with the Student Services Division Case Manager and School Support Team. It is implemented for a minimum of six weeks with the plan’s outcome to inform further action.
Support Service Request Form
This form is used to request additional services and assessments and formally
acknowledges the student may have a disability. The student is then a client of the Student Services Division.
Education Adjustment Plan
An Education Adjustment Plan is a negotiated plan that outlines the adjustments needed to facilitate access to the curriculum for students with an identified disability.
Student Health Care Plan
The Student Health Care Plan supports the management of a student’s medical condition. Students who are diagnosed with a medical condition and require regular or periodic medication are required to have a Health Care Plan.
Application for Special Education Support Program (SESP) Form
SESP is designed to provide, where appropriate, additional resourcing for students with disabilities and additional classroom access needs. SESP was previously referred to as Special Needs Resourcing (SNR). The change in terminology is reflective of a change in focus towards quality teaching, learning and program support.
SESP is designed to be used in conjunction with specialist services and school resources to enhance learning outcomes for identified students. A review process will determine the level of support that is required to meet the needs of the student.
Request for School Visit Form
This form is used to request a variety of whole school or class services from the Student Services Division, including appointments, professional learning, instructional support and strategies for the classroom/school.
Change of School Form
This form is used to inform Student Services that a student has changed schools. For
instance, the student may have moved to another school within the Northern Territory, from a government to a non- government school or moved interstate.
DEPARTMENT OF EDUCATION AND TRAINING
Transition to Middle/Senior School Form
This form is to be used for students with disabilities transitioning to Middle/Senior school.
Equipment Recommendation Form
This form is to be completed by the Children’s Development team/remote Aged and Disability team or Student Services Division team. It activates a recommendation to purchase
equipment to help students with disabilities access the curriculum (e.g. electronic wheelchairs, wheelchairs, speech recognition software, hoists, slings, standing frames, assistive technology and communication devices).
Request for Special Needs Transport Form
This form is to be used for students identified with a physical or intellectual disability who require transport to a special school or centre as their disability impacts upon the parent’s ability to transport their child to and from school and excludes the child from using other forms of transport safely.
Special Needs Profiling Instrument (SNPI)
The SNPI is used to determine the level of additional support required for students
considered to be ‘at risk’(Students who are identified by the school support team as being at
educational risk due to academic, behavioural, emotional and/or social difficulties and may show early warning signs of disorder or disability). These descriptors should be incorporated
into the Student Support Plan and subsequent Education Adjustment Plan (if required).
DEPARTMENT OF EDUCATION AND TRAINING
Parent / Caregiver Consent Form
Student SURNAME: Date of birth:
Student GIVEN NAME: Age:
School: Gender:
School year level:
Parent/Caregiver: Home phone:
Home address:
General Practitioner: Contact Details:
Medical Specialist: Contact Details:
OTHER AGENCIES OR PROFESSIONALS:
Agency Professional Contact Person Contact Details
The school team should ensure that the student and parents (where applicable), are supported to understand the Special Education Support Services (SESS) and to record agreement with actions as listed below, where appropriate:
INFORMED CONSENT Parent/ Caregiver/
Student Signature Date
The school team has discussed with me the educational support requirements for my child and I agree to work with the school team to achieve positive learning outcomes for my child.
I consent to Student Services Advisor collecting personal information about my child for the purpose of supporting the school in developing a Student Support Plan.
I consent to the school sharing relevant personal information about my child with a Student Services Advisor. I understand that the name of this officer will be provided to me.
I consent to the provision of services to my child by the Student Services Division, which may include assessment, observation, advice, in-class support, teaching strategies and ideas, and the development of a plan to meet the needs of my child.
I consent to Student Services Advisor obtaining medical and educational information from other agencies which is considered relevant to the provision of services to my child. This includes medical reports, hearing and vision assessments and any other relevant allied health or education reports.
I agree that any information collected about my child will be accessed and collated as confidential information and placed on file at Student Services Division.
I consent to the use of the collected information about my child for the purposes of compiling a developmental learning profile.
Parent/ Caregiver Signature
Date Student signature:
Date School team representative Name:
Position School team representative signature:
DEPARTMENT OF EDUCATION AND TRAINING
Initial Contact Form
To be completed by the Student Services Initial Contact Officer in consultation with the school. School/Centre name: UPN: Classroom teacher: Student SURNAME
Student GIVEN NAME Date of birth / / Female Male Age Year level SCHOOL CONCERNS
School actions completed Comments Discuss concerns with
parents/caregiver Read student file
Special Needs Profiling Instrument completed
Cur Beh Soc Safe Com A Com P Hyg Eat HC Mob HM
Discuss concern with relevant staff Adjustments made to the teaching program
ESL/Indigenous/diagnosed disability
Attendance history Hearing and vision checked/initiated
Health / Medical History if known Describe the concern – provide examples
Adjustments trialled and duration
Personal Care e.g. meal/eating support, toileting needs, Chronic illness (e.g. asthma, epilepsy), medical condition – Is there an updated Health Care Plan? Are staff members who come in contact with the student aware of the Health Care Plan? Behavioural/Social/Emotional (EsseNTial learnings)
Describe the concern – provide examples
Adjustments trialled and duration
General Behaviour
e.g. non compliance, aggression, physical, absconding,
avoidance, sexualised behaviour, swearing
Emotional Development
e.g. anxiety, appropriate emotional responses, and peer adult
interactions, self confidence, attachment
Social Skills
e.g. age appropriate skills, engaging with others, peer/adult relationships
DEPARTMENT OF EDUCATION AND TRAINING
Motor skills Describe the concern – provide examples
Adjustments trialled and duration
Sensory processing needs e.g. tactile defensive
Referral to occupational therapist Yes / No
Fine motor
e.g. pencil grip/handwriting Gross motor
Learning Behaviour (Inner Learner 1)
Describe the concern – provide examples
Adjustments trialled and duration e.g. concentration/attention, on
task/ task completion,
attitude/motivation, listening skills, memory recall, following
instructions, applying skills and knowledge
Language/Concept Development Describe the concern – provide examples
Adjustments trialled and duration Receptive language
e.g. understanding
directions/instructions, attentive listening skills, speaker
acknowledgement
Referral to speech pathologist Yes / No
Expressive language
e.g. ability to be understood, social language, vocabulary
Articulation
e.g. ability to clearly articulate sounds and words accurately Basic concepts - Numeracy e.g. shape, size, time, sequence, number sense, measurement, space
Basic Concepts - Literacy e.g. phonological awareness, word recognition, reading
comprehension, spelling, writing structure
Office Use Only referred to CASE MANAGER
Name Date
Position
DEPARTMENT OF EDUCATION AND TRAINING
Student Support Plan
Student name: Start date: Review date (Minimum 6 weeks):
Student Support Team - names and positions:
Set no more than three goals to address areas of concern
Identify strategies that will support the goals
Implement (six weeks) keep data (e.g. anecdotal records, numeric data) on the effectiveness of the adjustments.
Set time/date for review on completion of Student Support Plan.
Baseline information
What do we already know about the student?
What trends have emerged from the different data sources?
Learning goal Learning program Resources Assessment Review
What do we want the student to know and be able to do?
What teaching and learning adjustments/strategies will be used? Human and physical What evidence of learning is required? How will we know when the student has achieved their goals?
What has been achieved?
What is the next step?
NTCF outcome Condition Criterion NTCF outcome Condition Criterion NTCF outcome Condition Criterion
DEPARTMENT OF EDUCATION AND TRAINING
Support Service Request
To be completed by the SSD Case Manager in consultation with the School Support Team CONFIDENTIAL Special Education Support Process completed (as per above)?
Yes - Continue with Support Service Request (please attach all documentation including Student Support Plan)
No - Contact Student Services Case Manager before submitting this Support Service Request form CHILD’S PERSONAL DETAILS Request date: / / Student SURNAME
Student GIVEN NAME
School UPN
Male Female Date of birth / / Age Year level Aboriginal or Torres Strait Islander
Yes No
English is the second language spoken Yes No Other language/s spoken FAMILY DETAILS Mother Caregiver Name Father Caregiver Name
Home address (child’s residence)
Postal address
Phone (business hours)
Phone (after hours) Mobile Email Interpreter required? Yes No
If yes, please specify for whom and which language
REASON FOR REFERRAL (Brief description of the overall concern; attach all additional information) Concern:
Diagnosis (if known):
Further information:
AUTHORISING SCHOOL SIGNATURE (School Principal or school/agency delegate)
I hereby verify that all elements of the referral process have been explained to the parent/caregiver. I authorise Student Services Division to work with this student as necessary.
Signature: Date: / /
DEPARTMENT OF EDUCATION AND TRAINING
Checklist
Have the following steps been completed as part of this Support Service Request form? All personal and family details Authorising agency signature
Parent/s and witness’s signatures School/Agency details
ESSENTIAL DOCUMENTATION (if available) as negotiated with the Student Services Case Manager Hearing report and/or hearing test initiated date: Initial Contact form Health Care Plan Vision report or vision test initiated date: Student Support Plan
Documentation Date of last
consultation
Doctor/GP Referral Reports
Paediatrician Referral Reports
Children’s Development Team Referral Reports Independent therapy services
Referral Reports NT Families and Children
Services Referral Reports Hearing services/Audiometric
report Referral Reports
Occupational therapist - private Referral Reports
Physiotherapist - private Referral Reports
Speech pathologist - private Referral Reports
Psychologist - private Referral Reports
Vision/Optometrist/Eye specialist
report Referral Reports
Other e.g. samples of work, NAPLAN data, school reports, NTCF
Please specify:
Checklist:
Gifted checklist Behaviour checklist Early intervention checklist
DEPARTMENT OF EDUCATION AND TRAINING
Send support service request form to:
Manager
Special Education
Student Services Division
Darwin City/Northern Suburbs/Palmerston and Rural
Student Services Division Sanderson Middle School Matthews Road
Phone 08 8920 5601 Fax: 08 8920 5666
Katherine and Rivers
GPO Box 1246 Katherine NT 0851 Phone 08 8973 8914 Fax: 08 8973 8934 Arnhem GPO Box 446 Nhulunbuy NT 0881 Phone 08 8987 0888 Fax: 08 8987 0894 Alice Springs/Tennant Creek PO Box 1420 Alice Springs NT 0871 Phone 08 8951 1631 Fax: 08 8951 1682
Tennant Creek (postal same as Alice)
Phone: 08 8962 4554 Fax: 08 8962 4361
Or
DEPARTMENT OF EDUCATION AND TRAINING
Education Adjustment Plans
What is an Education Adjustment Plan (EAP)?
An Education Adjustment Plan outlines the adjustments needed to ensure access to the curriculum for students with an identified disability.
The EAP is part of the teacher’s program and should be negotiated with parents/caregivers, teachers and where appropriate the learner and other stakeholders, e.g. the speech therapist or paediatrician.
In accordance with the DET Students with Disabilities Policy (2008), the EAP ‘is a pre-requisite for supplementary funding resources being made available to students in regular classrooms’.
What is the purpose of an EAP?
The purpose of the EAP is to enable educators, families and learners to jointly develop appropriate adjustments to the curriculum, based on the Northern Territory Curriculum Framework and Northern Territory Certificate of Education, and taking into consideration the needs of the learner.
The EAP is part of the obligations of Northern Territory schools to ensure ‘all students have the right to appropriate assessment and the development of an individualised education adjustment plan, which is negotiated and reviewed annually’. School Principals are to ‘ensure that the school develops, implements, evaluates and reviews the Education Adjustment Plan for the student’ (DET Students with Disabilities Policy 2008).
How often should an EAP be reviewed?
A full review takes place at least once a year and regular discussions and evaluations should be ongoing. The EAP should be reviewed and modified if there are changes in circumstances or if the student is transitioning to a different phase of schooling. Recommended practice is to set reviews for March and October each year.
The staff site contains a PowerPoint presentation, an information package, template and Northern Territory examples. To access these resources visit:
http://staff.det.nt.gov.au/quickfind/schools/SpecialEducation/index.shtml
If for any reason you are unable to access this site please contact your Student Services advisor.
DEPARTMENT OF EDUCATION AND TRAINING
How to write goals
When writing goals it is important to prioritise when a student has a number of areas of need. Remember - It is not possible to work on everything simultaneously. A student with complex needs will have a range of issues and needs. Which outcomes will make the most difference to the student and their learning?
focussing on three priority areas linked to Special Needs Profiling Instrument write goals that are SMART to enable progress and achievement to be evident and
built on
SMART goals are: Specific Measurable
Achievable/Agreed Relevant
Teachable/Timeframe
To write a goal the targeted learning outcome must be identified with specific conditions outlined for students to best demonstrate the learning outcome. The final stage is setting criterion which will display that the learning outcome is achieved.
In order to write goals for students, this series of steps is required to be put in
place and adhered to.
The steps of goal writing are:
Fa
ct
sheet
Targeted Learning Outcome Condition CriterionDEPARTMENT OF EDUCATION AND TRAINING
For example:
To develop keyboarding skills of 20 words per minute with 80% accuracy during class, using one-handed typing and a small keyboard.
1. To develop keyboarding skills (Targeted Learning Outcome)
2. During class, using one handed typing and a small keyboard (Condition)
3. 20 words per minute with 80% accuracy (Criterion)
In some instances, goals will require only a targeted learning outcome and criterion, as there are no specific conditions (for example environment, equipment) required.
Another example:
Use picture recipe cards to independently prepare three different snacks in home economics class.
1. Prepare three different snacks
2. Use picture recipe cards and in home economics class
3. Independently
In other instances, goals for students with sensory or physical impairment will specify only the targeted learning outcome and the condition, as the criterion will mirror that of their non-disabled peers.
DEPAR AND TRAINING
DEPARTMENT OF EDUCATION AND TRAINING
Insert School logo
Education Adjustment Plan
Name: Insert photo Date of birth: Year level: Student ID: Today's date: Parent/Caregiver: Teacher/s:Special Education Teacher: School
Primary diagnosis: Secondary diagnosis: (if applicable)
STUDENT NEEDS PROFILE (SEN data) C urri cu lum B eh av iou r S oc ial S afet y C ommunica ti on A cc es s (ex pres sive an d recep ti ve ) C ommunica ti on P ar ti c ipa ti on (sk il ls de ve lop ment ) H yg ien e E ati ng an d D ie tary H ea lt h Ca re M ob il it y H an d m oto r sk il ls 0 0 0 0 0 0 0 0 0 0 0
Key: 0 = No Support 1 = Minimal Support Needed 2 = Moderate Support Needed 3 = Major Support Frequently 4 = Major Support Continually (SNPI page 9)
Moderation date: Moderated by: SSD Advisor’s
Signature:
EAP meeting date: EAP review date:
Planning and Implementation Team Members
Name Role Phone number Email Signature Date
Parent/ Caregiver Classroom teacher SET Education Advisor Early Childhood School Psychologist
STRENGTHS CONCERNS
COMMENTS: e.g. triggers or stress cues.
OTHER: e.g. assessments completed (KTEA, physiotherapist, hearing, sensory profile), other agencies involved (Aged and Disability Services, paediatrician) PLEASE INCLUDE NAPLAN DATA WHERE APPLICABLE
Assessments completed Assessment special consideration NAPLAN results (where applicable)
Area of need Goals Learning design Assessment Evaluation SNP Category: (Curriculum, Behaviour etc.) SNPI indicators: Baseline information: Learning outcome: Condition: Criterion: NTCF outcome/s or SACE performance standards: Human resources:
Teaching & learning adjustments:
Environmental adjustments:
How assessing the outcome: Professional learning/Training needed: Compare baseline and outcome: Achieved Emerging Not achieved
Area of need Goals Learning design Assessment Evaluation SNP Category:
(Curriculum, Behaviour etc.)
SNPI indicators:
Description: (What it looks like for the student)
Baseline information: Learning outcome: Condition: Criterion: NTCF outcome/s or SACE performance standards: Human resources: Teaching & learning adjustments:
Environmental adjustments:
How assessing the outcome: Professional learning/Training needed: Compare baseline and outcome: Achieved Emerging Not achieved
ITEMS TO BE ACTIONED BEFORE EAP EVALUATION:
ITEM TO BE ACTIONED BY WHOM BY WHEN
EVALUATION: Why did we achieve/not achieve improved student learning?
What worked well?
What do we need to change?
How effectively did we manage our resources to support the achievement of students? How well did we use multiple sources of data about student learning to improve teaching?
DEPARTMENT OF EDUCATION AND TRAINING
Health Care Plans
What is a Health Care Plan?
A plan that supports the management of a student’s medical condition in a school context.
Who needs a Health Care Plan?
Students who are diagnosed with a medical condition and who require regular or periodic medication in a school context.
Who is involved in the writing of the Health Care Plan?
Members of the Health Care Team may include Principal or delegate,
parent/caregiver, medical practitioner, Health Promoting School Nurse, First Aid Officer, teacher, and or member from a specialised agency such as Asthma Foundation NT, Healthy Living NT (Diabetes), and Epilepsy Action NT.
How often does a Health Care Plan need to be reviewed?
This Plan should be reviewed no later than the beginning of each school semester (six monthly) and whenever the medical condition or advice in relation to the condition changes.
For further information:
Refer to the Administration of Medications to Students with Notified Medical Conditions Policy
http://www.det.nt.gov.au/about-us/policies/documents/schools/students-with-notified-medical-conditions
DEPARTMENT OF EDUCATION AND TRAINING
Student’s Health Care Plan
Name Date
DOB Age
M
F
Class teacher (Primary) Home teacher (Secondary)School Year level
Parent/Caregiver Address
Phone contact Health Care Team
BACKGROUND
ASSESSMENT SUMMARY
AREAS OF CONCERN
ACTIONS TO BE TAKEN
RECOMMENDATIONS
Signature of parent/caregiver Date
Signature of principal Date
Signature of school nurse Date
DEPARTMENT OF EDUCATION AND TRAINING
Special Education Support Program (SESP)
What is the Special Education Support Program (SESP)?
SESP is designed to provide, where appropriate, additional resourcing for students with disabilities and additional classroom access needs. SESP was previously referred to as Special Needs Resourcing (SNR). The change in terminology is reflective of a change in focus towards quality teaching, learning and program support.
The SESP is designed to be used in conjunction with specialist services and school resources to enhance learning outcomes for identified students. A review process will determine the level of support that is required to meet the needs of the student.
Why have we changed from Special Needs Resourcing (SNR) to the Special Education Support Program?
The transition to SESP is driven by a shift towards a greater emphasis on teaching and learning and the need to tailor support services to individual students with disabilities. The new program acknowledges that supplementary funding is just one of the overall Special Education Support Services needed to address students’ educational needs. This Special Education Support Program is provided in line with the Disability Discrimination Act 1992 and
Standards for Education 2005.
What is the purpose of SESP?
The purpose of the Special Education Support Program is to enable educators to assist students with disabilities to actively participate in a full range of programs offered by their local school. Under the Students with Disabilities Policy section 7.5.9, School Principals have the responsibility to provide effective education programs for students with disabilities and determine the most appropriate ways of using the supplementary funding allocated to schools to meet the identified needs.
Who is eligible for the Special Education Support Program? Students who are eligible for SESP have:
a confirmed disability as defined in the Disability Discrimination Act, Anti-Discrimination
Act NT and the DET Students with Disabilities Policy
clearly articulated classroom access needs a regular pattern of attendance
a current Special Needs Profiling Instrument and a current Educational Adjustment Plan.
What if the student isn’t eligible for the Special Education Support Program?
If the student does not have a diagnosed disability and/or does not meet criteria for SESP, Student Services Advisors are available to support special education and classroom teachers with a range of strategies, resources, interventions and information.
Who is available to support me to make the change from SNR to the SESP?
All Schools across the NT will have an Initial Contact Officer from Student Services assigned to their school. They will be the first point of call for any student concerns about special education needs. Student Services Specialist Staff (Eg, Early Childhood
Intervention Advisors, Special Education Advisors, Autism Advisors, Psychologists, Hearing and Vision Advisors) may be assigned to help the school develop a Student Support Plan or Education Adjustment Plan, or to provide advice, strategies, resources and information.
DEPARTMENT OF EDUCATION AND TRAINING
Application for Special Education Support Program (SESP)
(This form to be completed with the case manager)This application is: New Reappraisal Review Ongoing (following year) Request date: / /
School name: Student SURNAME
Student GIVEN NAME
Date of birth / / Male Female Age
Year level
Indigenous status Yes No
Ensure current documents are attached (Essential for application to be considered). Diagnosis Education Adjustment Plan Individual Behaviour Plan Health Care Plan % Attendance from SAMS
All appropriate procedures have been followed and this form has been completed to the best of our ability and accurately represents the current circumstances of the student.
SCHOOL PRINCIPAL SIGNATURE (or school/agency delegate) Print name
Signature
Date / / Position
OFFICE USE ONLY Below line to be verified by student services Verified Disability or impairment – Specific Details SEN team
Yes No More info Name: Signature: Date of verification: C L A S SR O O M AC C E S S N E ED S
Rating Student Services Advisor
Low Med High Name: Signature: Date: To be reviewed STUDENT LEARNING NEEDS
Rating Student Services School
Psychologist Low Med High Name: Signature: Date: To be reviewed ASCERTAINMENT – Manager Special Education
Funding level Statement of explanation SEN team Low Med High Name: Signature: Date: To be reviewed
DEPARTMENT OF EDUCATION AND TRAINING
Request for School Visit
School/Preschool/Agency
Address
School Contact Person
Contact details
Phone 89 Fax 89
Type of activity requested
PD/Workshop/Training Whole School or Classroom Support
Observation
Programming support Student group
Consultation Other (please specify)
Student Services personnel requested
Special education Vision
Behaviour Hearing
Gifted education School psychologist Early childhood intervention Transition from school
Autism School counsellors
Other (please specify)
Details regarding requested visit
Date Location Time
If professional learning or
group Total Number of Participants
School/Agency approval
Authorised officer Position
Signature Date
Office Use Only
Specialist Advisor/team allocated Date
Approved by Database entry
Date confirmation sent Other information sent
DEPARTMENT OF EDUCATION AND TRAINING
Change of School
CONFIDENTIAL
Funded student Non-funded student
Child’s Personal Details
Request date: / / Student SURNAME
Student GIVEN NAME
School name UPN
Male Female Date of Birth / /
Age Year level
Child’s home address
Child’s postal address
Phone (business hours)
Phone (after hours)
Mobile
Reason For Request
(brief description)Continuation of current services and provision from Student Services
Other: eg moving interstate, moving to non-government school, moving to special school Comment:
Previous school New school
Date left / / Date enrolled / /
Please read this form carefully and discuss the contents and attachments with the person, agency or school currently involved with your child (if applicable).
I / We consent for Student Services Division personnel to provide services to my child.
I / We consent to Student Services Division obtaining medical and educational information from other agencies that is considered relevant to the service provision for my child.
I / We consent to Student Services Division personnel making assessment results and reports available to relevant professionals/agencies.
PARENT/CAREGIVER SIGNATURE
Parent/Caregiver signature Date / / Print name Relationship to child Parent comment
AUTHORISING AGENCY SIGNATURE (School principal or delegate)
I hereby verify that all elements of this document have been explained to the above signed parent/ caregiver.
Signature Date / / Print name Position
DEPARTMENT OF EDUCATION AND TRAINING
Transition to Middle/Senior School
This form is to be used for students WITH DISABILITIES transitioning to Middle/Senior school. Please complete and pass on to entry school personnel by the end of Week 2 Term 4. Student GIVEN
NAME: Preferred name:
Student SURNAME: Date of birth: / / M / F
Current school: Teacher contact:
Transitioning school: Teacher contact:
Please indicate the NTCF Levels for English and Mathematics:
ENGLISH: MATHEMATICS:
Listening & speaking: Spatial sense:
Reading & viewing: Measurement & data sense:
Writing: Number sense:
Length of time child has been at the school: Indigenous: YES NO ESL Status: YES NO Attendance: (If irregular, reason?)
Home life: (Any disruptions we need to know about? Single Parent? A death in the family? Socio economic concerns?)
Disability needs: (Any physical, intellectual disability, Health Care Plans or special learning needs?)
Behaviour: (Anything we need to know to help us balance groups/strategies for behavioural issues, Individual Behaviour Plan etc.)
Friends: (How does he/she relate to peer group? Who does he/she work best with? Should we avoid some combinations when we make
classes?)
Has the student had a cognitive or educational assessment or other assessment (Speech, OT, Physio)? YES NO Please provide information:
(If there are any relevant papers please forward them to the school.) Name of School Psychologist:
Does the student receive SES Program? Yes/ No Name of Student Services Case Manager: Strengths:
Weaknesses:
Special skills or talents: (eg music, art, sport, leisure activities)
Is a follow up meeting/visit required? YES NO Please specify:
Email completed form to: [email protected]
DEPARTMENT OF EDUCATION AND TRAINING
Equipment Grants
Student Services Division is provided with an annual equipment grant to support the needs of students with a significant identified disability in Northern Territory Government schools.
The provision of equipment or hardware may be needed to meet the curriculum requirements of high needs students with a disability and support their inclusion in a mainstream
classroom.
This may include equipment for essential mobility, communication or self care needs. Equipment grants are not provided for items less than $100, consumable items, desktop computers or payment of personnel for the delivery of programs. Requests for software will only be considered if the program is embedded in the students Educational Adjustment Plan.
The Equipment Recommendation form is to be completed by the consulting specialist from the Children’s Development Team, Remote Aged & Disability team or Student Services Division Education Advisor. Advice from the consulting specialist may be required to inform specific requirements.
This application and quotation from a recommended supplier is to be submitted to the Manager Special Education, Student Services Division.
A grant to the school for the purchase of equipment is approved by the General Manager of the Student Services Division and forwarded to the school by Financial Services. The school is informed of the grant amount and given a copy of the quotation and an Equipment
Agreement. Schools are responsible for actioning the ordering and delivery of equipment.
DEPARTMENT OF EDUCATION AND TRAINING
Equipment Recommendation
Date recommendation submitted:Student: School:
Date recommendation required: DOB: Year: Prescriber: Signature: SSD/CDT: Contact phone: Profession: Date: Fax: Status Urgent/non-urgent
QTY Item description Quotation
(attached)
Supplier
Rationale supporting application:
OFFICE USE ONLY
Approved: equipment to be purchased by the school Request does not meet SSD Guidelines
Other avenues of funding to be investigated Approved (Print name):_______________________________ General Manager Student Services Division
Signature:_________________________________________ Date approved:____________ Grant to school forwarded to Financial Services for payment
Quote details forwarded to school for purchase Cc: School principal
DEPARTMENT OF EDUCATION AND TRAINING
Transport for Students with Special Needs
This form is to be completed by Special School/ Centre staff in collaboration with the parents of a student with a disability, where this disability impacts upon the parent’s ability to
transport their child to and from school and excludes the child from using other forms of transport safely. Schools are responsible for attaching specific disability information directly relevant to bus, taxi and/or minibus travel and submitting this together with the Form to Student Services Division.
Form submission activates a request for Student Services to confirm the disability via the verification process in order for Public Transport Division of the Department of Lands and Planning to determine special needs transport eligibility and entitlement.
Public Transport Division will assess the application according to ability to provide transport; the type of transport available and; whether any restraint or mobile device is necessary. Details can be found in ‘Transport for Students with Special Needs- A Code of Good
Practice’ on the Department of Lands and Planning website:
www.nt.gov.au/transport/specialneeds
DEPARTMENT OF EDUCATION AND TRAINING
2011 CONFIDENTIAL
New / Change Request for Special Needs Transport
Student SURNAME Student GIVEN NAME Date of birthParent/caregiver name/s Mother Father Caregiver
Home address (child’s residence)
Phone (business hours) Phone (after hours) Mobile
Nominated responsible persons
(A responsible and competent person (18 years or older, or a person with the consent of the parent/caregiver of the child) is at the drop off location at the designated time to meet the child).
Name: _________________________________ Relationship to child: ______________________
Name: _________________________________ Relationship to child: ______________________
Name: _________________________________ Relationship to child: ______________________
Request for Transport Details
AM Pick up address School start time
Pick up time (OFFICE USE
ONLY)
Drop off address Monday
Tuesday
Wednesday
Thursday
Friday
PM Pick up address School
finish time
Pick up time (OFFICE USE
ONLY)
Drop off address Monday
Tuesday
Wednesday
Thursday
DEPARTMENT OF EDUCATION AND TRAINING
Additional information (eg assistance for wheelchair access, vision impaired, behaviour, family circumstance) __________________________________________________________________________________________ Description of special needs transport equipment to Australian standard or equivalent specifications (eg safety seat/harness) _______________________________________________________________________________ __________________________________________________________________________________________ Safety precautions (intolerance of others, larger than normal wheelchair) ________________________________ __________________________________________________________________________________________ Requested date to commence Date service is to finish
Declaration
I agree that should my request for transport assistance be approved by the Department of Education and Training that I, or a designated responsible person, will be present to ensure the child is placed on the transport provided from the designated pick up address and/or is available to collect the child from their designated drop off address.
Special needs transport equipment (Australian Standard or equivalent) if required:
I, or a designated responsible person, will take responsibility for appropriate additional safety seat/harness provision and instalment in the provided transport, to ensure the child is correctly strapped into a vehicle.
____________________________________________ ________________________________________
Signed Date
School Details
School enrolled ____________________________________________________________________________
School start time ___________________________ Finish time ___________________________________
Business phone no. ________________________ After hours no. ________________________________
School contact person ______________________ Email ______________________________________
Emailed by _______________________________ Date ________________________________________
Forwarded to SSD
Student Services Division Approval of Transport Requirement
Identified special need _______________________________________________________________________
Special transport needs ______________________________________________________________________
Date received at SSD ______________________ By _________________________________________
Approved / Not Approved
(please circle)Date ______________ Authorised Officer __________________________ Forwarded to PTD
DEPARTMENT OF EDUCATION AND TRAINING
Public Transport Division (PTD)
Date received from SSD _____________________ Date received at office _____________________
Name of Receiving Officer _______________________________________________________________
Type of vehicle Taxi Mini Bus Special Bus Service
Name transport provider _________________________________________________________________
Authorising Officer ____________________________________ Date _________________________
School notified Entered on database
Listed below are the procedures when applying for assisted transport for a child with a disability:
The parent/caregiver to complete a New/Change Request for Transport Form and send to the school.
The school forwards the New/Change Request for Transport Form to the Student Services Division for disability eligibility verification.
Student Services Division forwards the approved New/Change Request for Transport Form to the Public Transport Division.
Public Transport Division notifies the relevant transport provider of request.
Transport provider confirms with the Public Transport Division whether the requested transport can be provided.
Public Transport Division advises school and Student Services Division of outcome.
School advises parent/caregiver of outcome.
Allow up to five working days from receipt of application by the Public Transport Division for reply back to the school and Student Services Division.
