PowerPoint Presentation - Metro Info Session

Report
Nationally Consistent Collection of Data on School Students
with Disability
Julie Aschberger
Director, Special Education
Ksharmra Brandon
Manager, National Projects
Ingrid Alderton
Program Manager
National Partnerships
MSSD
Justin Ward, National Projects Officer
Disability Standards for Education 2005 (DSE)
Gina Dagellis, Project Officer, Disability Standards for Education
National agenda for reform in disability
support and education
Review of
Disability
Standards for
Education 2005
(DSE)
Nationally
Consistent
Collection of
Data for School
Students with
Disability
Nationally Consistent Collection of Data
School Students with Disability
The Australian Government and all state and territory governments have agreed to work towards the full
implementation of the Nationally Consistent Collection of Data on School Students with Disability by
2015, using a phased approach:
2013 – 33% of South Australian Government schools were involved.
and th
2014 – 66% of South Australian Government schools will be involved - the 2013
participating sites and the 2014 newly participating sites.
2015 – 100% of South Australian Government schools will be required to participate
in the Collection on an annual basis.
Nationally Consistent Collection of Data
School Students with Disability
Why are we doing the National Data Collection?

Capture a wider cohort of students than is currently covered, by including all students that
meet the criteria under the Disability Discrimination Act 1992

Nationally consistent picture of Australian school students with disability. Currently, data is
inconsistent across jurisdictions because of varying eligibility criteria for disability support
programs

Supports the professional judgement of teachers about their students

Support students with disability to take part in school on the same basis as students without
disability
“We saw it is an opportunity to consolidate our understanding of student needs and to create links
to key strategies we have been working on in building our school’s capacity to deliver quality
teaching and learning programs. It was also an opportunity to engage in professional learning and
develop a deeper theoretical and practical understanding of the needs of students with disability.”
Principal, Fulham Gardens Primary
Nationally Consistent Collection of Data
School Students with Disability
2013 Overview of the Collection
o
33% of SA Government Schools (180) participated in the 2013 Collection.
o
12,100 records/students entered for the participating SA Government Schools.
o
This equates to a student disability rate of 19.3% of total enrolments at these SA schools.
o
This disability rate meets expectations as the current rate for verified students with a disability in SA
is 8.8% and the 2013 Collection includes unverified students for the first time.
Key National and State Learnings
o
Provide a longer period for school staff to complete the professional learning and training associated
with the Collection.
o
Provide information sessions for school leaders.
o
Provide a suite of national and state supplementary information materials.
Nationally Consistent Collection of Data
School Students with Disability
A roadmap of the Collection in 2014
Monday, 12 May 2014 (Week 3 Term 2)
The Collection begins with the commencement of the 10 week
evidence gathering period, to determine whether a student should be
included in the Collection.
Friday, 25 July 2014 (Week 1 Term 3)
All training on the Disability Standards for Education 2005 and the
Data Collection must be completed by those school staff determining
the information to be included in the Collection.
Friday, 1 August 2014 (Week 2 Term 3)
Last date for data to be entered into EDSAS and verified by the
Principal.
Nationally Consistent Collection of Data
School Students with Disability
What professional learning and training is available for school staff?
Disability Standards for Education 2005 (DSE) training
(Approximately 1.5 hours).
Data Collection Training (approximately 1 hour). This training is available at:
http://www.schooldisabilitydatapl.edu.au/
BACKGROUND
Application of the Standards is not
optional, it is the law.
OUR LEGAL FRAMEWORK
To ensure that
persons with a
disability have the
same rights to
equality before the
law in the area of
education and
training as the
rest of the
community
The law requires that all
education providers are
legally obliged to give
students with disability
the opportunity to have
an equitable education.
WHAT ARE YOU
RESPONSIBLE FOR?
PURPOSE OF THE
STANDARDS
HOW THE STANDARDS OPERATE
eLEARNING RESOURCE
COURSE STRUCTURE
Tailored
to
schooling
level
STEPS
1. Go to the DSE e-Learning course site
2. Access – choose
- entering the registration key:
3. Registration, list your name, location, position,
4. Log-in screen –
enter your
email address and choose a password.
5. Course screen, click on course tab you wish to take, for topic screen
6. Complete the pre questionnaire
7. Start the e-Learning modules
8. Complete post questionnaire
9. NOW print off your Certificate – well done!
Experiencing any
technical difficulties:
Call 0458 373 373 /
02 6201 5649
FURTHER INFORMATION
Gina Dagellis - Project Officer, Disability Standards for Education
(National Partnership: More Support for Students with Disabilities)
Office for Children and Young People
Student, Aboriginal and Family Services
Department for Education & Child Development
level 6, 31 Flinders Street, Adelaide SA 5000
t (08) 8226 1774 | e [email protected]
Disability Standards for Education
http://education.gov.au/disability-standards-education
Nationally Consistent Collection of Data
School Students with Disability
Will a student’s personal details be kept confidential?
•
Data security and protection will be a priority. Only de-identified data will be used to ensure that the
privacy of the individual student is maintained.
Who will be responsible for collecting the data?
•
Teachers, using their professional judgement, collect the data. However, each site can determine the
process they use to support teachers in collecting this data. For example, small teams of teachers
could be formed at the site to assist each other with the data collection.
•
While the approach of making judgements and recording data is a collaborative one, school
principals will be ultimately responsible for signing off on the data and supporting evidence for each
student entry related to their own school.
Nationally Consistent Collection of Data
School Students with Disability
Steps for completing the data collection
Under the Collection model, teachers use their professional judgment to complete steps 1 – 3. Teachers
have 10 weeks (from 12 May 2014) to identify evidence to support the inclusion of a student in the 2014
collection; please refer to the information sheet provided for examples of acceptable evidence.
Determine whether the student has a disability as defined by the Disability
Discrimination Act 1992.
Determine what level of adjustment is provided to the student - no adjustment at this
time, supplementary adjustment, substantial adjustment and extensive adjustment.
Determine the broad category of disability under which the student best fits. The
categories include: physical; cognitive; sensory; social/emotional.
Record the data in EDSAS. Data is entered once, unless there is a change in the level
of adjustment for the student.
Principal to verify data in EDSAS and confirm that that there is current evidence to
support a student’s inclusion in the Collection.
Nationally Consistent Collection of Data
School Students with Disability
Step 1 – Determine whether the student has a disability as defined
by the Disability Discrimination Act 1992
What is a disability as defined in the Disability Discrimination Act 1992?







total or partial loss of the person's bodily or mental functions; or
total or partial loss of a part of the body; or
the presence in the body of organisms causing disease or illness; or
the presence in the body of organisms capable of causing disease or illness; or
the malfunction, malformation or disfigurement of a part of the person's body; or
a disorder or malfunction that results in the person learning differently from a person without the
disorder or malfunction; or
a disorder, illness or disease that affects a person's thought processes, perception of reality,
emotions or judgement or that results in disturbed behaviour;
and includes a disability that:




presently exists; or
previously existed but no longer exists; or
may exist in the future (including because of a genetic predisposition to that disability); or
is imputed to a person.
Nationally Consistent Collection of Data
School Students with Disability
Step 2 – Determine the level of adjustment provided to the student
No adjustment at this time
 Some students with disability may not be provided with any specialised educational adjustments
and have their individual needs accommodated within typical teaching practice, in the same ways
that school teams accommodate the needs of all of their students.
 These students may have required an adjustment in the past. Alternatively they may require an
adjustment in the future.
Nationally Consistent Collection of Data
School Students with Disability
Step 2 – Determine the level of adjustment provided to the student
Supplementary adjustment

provided when there is an assessed need at specific times to complement the strategies and
resources already available (for all students) within the school.

designed to address the nature and impact of the student's disability, and any associated barriers
to their learning, physical, communication or participatory needs.
Examples of this adjustment
Adjustments to teaching and learning might include:
•
•
•
•
•
•
modified or tailored programs in some or many learning areas
modified instruction using a structured task-analysis approach
the provision of course materials in accessible forms
separate supervision or extra time to complete assessment tasks
modifications to ensure full access to buildings and facilities
specialised technology, programs or interventions to address the student's social/emotional
needs.
Nationally Consistent Collection of Data
School Students with Disability
Step 2 – Determine the level of adjustment provided to the student
Substantial adjustment

provided to address the specific nature and significant impact of the student's disability.

designed to address the more significant barriers to their engagement, learning, participation
and achievement.
Examples of this adjustment
•
•
•
•
•
•
frequent (teacher directed) individual instruction
regular direct support or close supervision in highly structured situations to enable the students
to participate in school activities
frequent assistance with mobility and personal hygiene
significantly modified study materials
adapted assessment procedures (ie special provisions) such as the use of assistive technology or
a scribe
access to a specialised support setting.
Nationally Consistent Collection of Data
School Students with Disability
Step 2 – Determine the level of adjustment provided to the student
Extensive adjustment
 provided when essential specific measures are required at all times to address the individual
nature and acute impact of the student's disability and the associated barriers to their learning
and participation.
 adjustments are highly individualised, comprehensive and ongoing.
Examples of this adjustment
•
•
•
•
•
•
personalised modifications to all courses and programs, school activities and assessment
procedures
intensive individual instruction
the provision of more accessible and relevant curriculum options or learning activities specifically
designed for the student
the use of highly specialised assistive technology
alternative communication modes
the provision of highly structured approaches or technical aids.
Nationally Consistent Collection of Data
School Students with Disability
Step 3 – Determine the broad category of disability under which the
student best fits
Physical
OR
Cognitive
OR
Sensory
OR
Social/emotional
 If a student has multiple disabilities, you should select whichever disability has the greatest
influence, based on your professional judgement, on preventing the student from accessing
education.
 For more information about the categories of disabilities, please refer to the Data Collection
training module (referenced in a previous slide).
Nationally Consistent Collection of Data
School Students with Disability
Step 4 – Record and submit the data
 Record the data for the student in EDSAS. The flyer provided has detailed instructions.
 Locate Student Personal Information Part 3 Screen, select the National Student Disability Reporting Page.
 To commence entering the data, you will need to enter the EDID and click New to create a record. When
you create a record, four mandatory fields come up, which are:
1) Disability Category – double click or press Shift +F6 in the Disability Category
2) Level of Adjustment Category – double click or press Shift + F6 in this Category
3) Date Reported
4) Reported By

Note that: the “Review Date” field and “Note” fields are non-mandatory; the “Year Level” field is read-only
and this field is populated from the Year Level PE1 screen.

Note that data is entered once, unless there is a change in the level of adjustment for the student.
Additionally, note that a school will only be able to record one level of adjustment per disability category
code on any single day.

Once you have finished entering the Collection data for a particular student, click Save. When a new
record is saved the National Disability Reporting tick box in the Student Personal Information Part 3 screen
will be ticked.
Nationally Consistent Collection of Data
School Students with Disability
Step 5 – Principal to verify data
 Principal to verify data in EDSAS and confirm that that there is current evidence to support a
student’s inclusion in the Collection.
Nationally Consistent Collection of Data
School Students with Disability
Support from DECD Central Office
 http://www.decd.sa.gov.au/speced/pages/specialneeds/national-data/

[email protected]
8226 2235
[email protected]
8226 2227
 Collection Help Desk [email protected]
 All printing costs for relevant resources covered.
Support from Schools
 2014 Collection Champions – principals, an assistant principal and a special education co-ordinator
that participated in the 2013 Collection will be available during the Collection period to answer your
questions and offer guidance in implementing the Collection. Please see the relevant flyer provided.
 Schools that participated last year/in close proximity can be of assistance in the information sharing
process.

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