Regional workshop PowerPoint presentation (pptx

Report
Nationally Consistent Collection of Data
School Students with Disability
2014 Regional Workshop
2014 Workshop Overview
• Background and Purpose
• The Data Collection Model
 Preparing for the Data Collection
 Step 1 – Identifying students and obtaining consent
 Step 2 – Determining the level of adjustment
 Step 3 – Determining the broad category of disability
 Step 4 – Verifying and submitting the data*
Purpose of the Data Collection
• Every Australian school
• The number of students with disability, where they are
and the level of adjustment they receive
• Consistent between all education sectors
• To inform policy at state and federal level, including
support and resources for students with disabilities
across all Australian schools
Support for schools
In 2014 there are a range of supports to help schools
prepare for and implement the Data Collection:
– Websites
• DEECD
http://www.education.vic.gov.au/school/principals/health/Pages/dat
acollection.aspx
• National http://www.schooldisabilitydatapl.edu.au/
– Manual, facts sheets, template consent letters, FAQs
– Online professional learning; Disability Standards for
Education and The Data Collection Model
– Regional workshops
– DEECD telephone hotline and e-mail
– One-off grant to all Victorian Government schools
The Data Collection Timeline - 2014
Start
Term 2
• Principal nominates staff/school team to manage the Data
Collection in their school
• Communication with school community about the Data Collection
• Staff professional learning
Minimum 10 week period prior to Collection (term 2)
During
Term 2
Term 3
• Step 1 (Identify students and seek consent)
• Step 2 (Identify level of adjustment for each student)
• Step 3 (Identify broad category of disability for each student)
• Step 4 (principal verifies data and data recorded in CASES 21 on
or before 1 August)
Preparing for the Data Collection
1.
2.
3.
4.
Inform the school staff
Inform the school community
Plan the school’s approach
Undertake professional learning
a) Understanding the Disability Standards for Education (DSE
online learning for Educational Leaders)
http://dse.theeducationinstitute.edu.au/login/index.php
b) Understanding the Data Collection Model
http://www.schooldisabilitydatapl.edu.au/
The Legislative Framework
• The Disability Discrimination Act 1992 – (DDA)
• The Disability Standards for Education 2005 – (DSE)
The Data Collection - Step 1
Step 1
Does the
student meet
the definition
of the DDA?
• Consultation and
collaboration
• Assessment of
individual need
• Ongoing monitoring
and review
Is the
student
provided
with an
adjustment?
Is there evidence to show
the school has followed
Disability Standards for
Education processes?
Step 1 cont… Obtaining Consent
Targeted opt-out consent
Step 2
Step 2 – Determining the Level of Adjustment
1.
2.
3.
4.
No adjustment at this time
Supplementary adjustment
Substantial adjustment
Extensive adjustment
Ref: DEECD Data Collection Manual
Pages 40-41
Step 3
Step 3 – Determining the Disability Category
1.
2.
3.
4.
Physical
Cognitive
Sensory
Social/
Emotional
Ref: DEECD Data Collection Manual
Page 44
Record Keeping - Individual Student Checklist
Step 4
Step 4 – Submitting the Data
• Data is to be entered into CASES21 on or before 1
August 2014.
• Following entry of data in 2014, Data Collection
grants will be transferred directly into school bank
accounts:
– $750 for schools with student enrolments under 200 students
– $1,500 for schools with student enrolments over 200
students.
• Enter data by following the instructions on Page 31,
Chapter 16, ‘School Management’ in the CASES21
Administration Guide.
Step 4 – Submitting the Data
On or by August 1st
DEECD Support - Contact Details
Phone:
Email:
(03) 9651 3621
[email protected]

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