St. Therese’s Community SchoolSuccessful EngagementInEducation

A journey from 2010

St. Therese’s Community School

- Situated in Wilcannia, NSW Outback – 200km from nearest town of Broken Hill

- Paakantji Land- Catholic School - Diocese of Wilcannia-Forbes- Infants school K-2- 34 students enrolled- At present all students Aboriginal- 6 full time teachers

3 classroom teachers3 off class teachers

Learning Support / Special Ed TeacherWellbeing TeacherPrincipal

- 14 staff members altogether (7 are Paakantji People)

Come to School With UsDVD

The Learner at St. Therese’s Community School

Data Collection

Enrolment remains static averaging 7 new kindergarten students each year

Movement rate to/from Wilcannia approx. 20% students

2009 school attendance rate was 69%

At the start of 2010 only 55% of students saw what they are doing in the classroom as ‘learning new things’

High level of behaviour referrals eg. students climbing on roofs, running out of classroom/school, swearing, violence, etc.

End of 2009 whole school average instructional reading was level 4

What we know…

Data collected 2010-2011 from visiting Speech Therapist, OccupationalTherapist, Educational Psychologist, Child Psychologist and Child Paediatrician

25% of students with severe language disorders

50% of Kinder enrolments 2010 were developmentally delayed

20% of students suspected Foetal Alcohol Syndrome

36% of students with high needs (behavioural, social, emotional)

30% of students SWD funded

The Learner

Factors that can impact future learning

• Loss & Grief• Trauma• Substance Abuse exposure• Separation (break-up, jail)• Domestic Violence exposure• Foetal Alcohol Syndrome• Attendance • High behavioural needs• Visible signs of neglect • Students with Disabilities

The Community of Wilcannia

Wilcannia

Challenges facing Wilcannia

Unemployment Housing Health – life expectancy Alcohol and drug abuse Domestic violence

Remote Service Delivery Community Remote service delivery is a commitment by governments to work with

Indigenous communities to improve the delivery of services to 29 priority remote communities across the Northern Territory, Western Australia, Queensland, New South Wales and South Australia.

The aim is to improve access to government services and facilities, raise the quality of these services, and better support Indigenous community governance and leadership.

Communities chosen because of high need for improvement and opportunity for potential

COAG has agreed to six targets and associated timelines for Closing the Gap:1. Close the life expectancy gap within a generation; 2. Halve the gap in mortality rates for Indigenous children under five within a decade; 3. Ensure access to early childhood education for all Indigenous four years olds in remote communities within five years; 4. Halve the gap in reading, writing and numeracy achievements for children within a decade; 5. Halve the gap for Indigenous students in year 12 attainment or equivalent attainment rates by 2020, and 6. Halve the gap in employment outcomes between Indigenous and non-Indigenous Australians within a decade.

SPOTLIGHT ON WILCANNIA

Remote Service Delivery Community

What the Research is saying…

• Belonging, Being and Becoming The Early Years Learning Framework, Dept of Education

• Teaching Reading: Report and Recommendations from the National Inquiry into the Teaching of Literacy

Dept of Education• Calmer Classrooms – A guide to Working with Traumatised Children

State Government Victoria• How People Learn

John Bransford• Play Matters

Kathy Walker• Teaching Children with Reading Difficulties

Deslea Konza• Visible Learning

John Hattie• Six Secrets of Change

Michael Fullen• Two Way Teaching and Learning

Purdie, Milgate and Bell

School Framework Purposeful – Positive

A Clear Direction and Vision

Education

Save the Children

Playgroups

Personal Learning

Plans(PLPs)

Agreed Literacy Practice

Agreed Numeracy Practice

Sharing our

Story

Paakantji Cultural

Programs

Whole School Literacy Groups

Jolly Phonics

First Steps

First Steps Maths

Whole School Prayer

Godly Play

Aboriginal Spirituality

Integrated Units ICT Play Based

Learning & Structured Playground

Flexible Learning

Peak Hill Sight Word

Program

Meditation

Mathletics

St. Lucy’s Special School

- visiting tchrs- Skype lessons- Arts/Tech

Early Childhood

Focus Group

(meet once a term)Paakantji

Language Circle (meet once a term)

Community Support and

helpers

Assessment and

Reporting

Cultural Immersion Program

(start 2012)

Instructional DVD and

Aboriginal Immersion Experience

School Staff

Principal Religious Education

Coordinator

Lead Teacher

Learning Support Teacher

ICT Teacher

Classroom Teachers AEWs

Support Staff

Catholic Education

Office

National Partnership

ProgramBoard of Studies

Health

Maari Ma Nutrition

Maari Ma Dental

Mercy Action Group

PaediatricianDept. Rural

Health

St. Lucy’s Special School

School Based Health

Wilcannia Kids

Support Coordinator

- fund 15 hour a week staff

member - fund recess

and lunch, milk cheese

break

- fully fund

toothpaste and

toothbrushes- in class

lessons once a term

Fund breakfast program

each month

- Referrals by teachers or parents- Once a month visit (3-4 students each visit)

- Assessment done on referrals- Uni students (Speech, O.T- 6 day visits per term

- Speech Therapist and Occ. Therapist visit for 3 days every term

- First Aid person- PD/H

curriculum- Transport to

Doctor’s if needed

Initial stages of

development of this role by

Aboriginal Affairs NSW

Parent & Community Engagement

Wilcannia Inter

agency Group

(meet once a month)

School Open Days

School Committee(meet once

a term)

Birthday Assemblies

Comm Visits

(once a month)

Brighter Futures

Parenting Programs

Transport for

funerals

Wilcannia Comm Dinners

Morning and

Afternoon bus runs

Newpaper Newsletter and Website

Come to School With

UsDVD

PLPsComm

Working Party(meet once a month)

Royal Flying

Doctor’s Psych

Julie Hollitt

Ed. Psych

Early Childhood Counsello

r

School Based Programs and Support

Wilcannia Case

Coordination Group

Student referrals

from school

and parents (once a week)

Seasons for Growth

Referrals classroo

m support (Once a

year)

Funded through Save the Children(2 days a

week)

Child Mental Health (Broken

Hill)

School based

programs 2012

Far West Child Develop and Wellbeing Group

Early Process of developing group

Client & Family service referrals

(met once a month)

Restorative Practice

One-on-one

intensive support

work including sand play

Staff Supervisio

n

Counsellor (once a term)

AEW Supervision support

(CEO)

Beginning Teacher

Mentoring

Principal Mentoring

Wellbeing

Wellbeing

Teacher

2 year funded position through

RSD

Best Practice / Successful Engagement – Learner as Centre

Personalised Learning Plans (PLPs)1. Attendance2. Behaviour3. Learning

Student voice & parent voice included

Restorative Practice

Building, Maintaining and Restoring Positive Relationships

Consistency – Fair Process

Circle Time

Encouraging self-regulation and independence

At St. Therese’s School we are safe and friendly learners

Holistic Approach

Nutrition ProgramBreakfast, Fruit, Cooked Lunch

Dental Program

Seasons for GrowthDealing with Loss and Grief

Prayer and Religious Education/Spirituality

Speech ProgramsIntensive individual/small group

programs

Occupational Therapy ProgramsIntensive individual/small group

programs

Wellbeing ProgramsIntensive individual/small group

programs

Structures/routine/organisation

• Visual Timetables• Predictability• Quiet Time (Music)• Flexible Learning• Stable, safe environment• Change over of staff• Unstructured, unstable home

lives

Structured Playground

• Engaging equipment• Staff involvement• Restorative Practice Framework• Social Skill development• Proactive

ICT

• Effective resources for engagement and learning

15 ipads2 ipods2 flip cameras1 video cameras15 netbooks10 XO laptops4 Interactive

Whiteboards1 Listening Post

• Lack of ICT in homes• Skype Lessons• Digital World

Resources

• National Partnership Funded• Engaging & effective• Hands on use• Student ownership

Classroom – set up for success

• Spaces Quiet, Reading

• Behaviour ManagementR.P. – Consistent, Fair, Firm

• Classroom ManagementVisuals

• Set the SceneNow - then

• Lesson breaksOT activities / songs

• ObservationLearner as Centre - flexibility

Play Based Learning

Why Play…• Develops decision making skills • Encourages them to accept

responsibility for their learning and behaviour

• Increases opportunities for language development

• Builds motivation among children and allows for self direction

• Supports children in understanding cooperation and group values

• Builds self confidence in children• Fosters a child’s sense of

imagination and curiosity• Supports children developing a

sense of self and identity.

Some of our students have missed this early part of their development

Adult is there to guide, evoke, challenge, support, extend

Aboriginal Education Workers (AEWs)

• Cultural Support• Community

Support• Classroom

assistance• Role models

plus much more

Term 1 Child protection/duty of care workshop -

Diocesan staff Workshop with NPs facilitator - Liz

O'Callaghan Clarification of roles and responsibilities Literacy workshop - STCS

staff ICT workshop - Robert

Fajks Skype to form professional networks Professional Learning Conversation - Merindah

Wilson (To be confirmed) Ongoing support for implementation of PLPs – Dio &

School Staff.

Term 2 Workshop with NPs facilitator - Liz

O'Callaghan Behaviour and well-being workshops - Restorative

Practices ICT workshop Tessa Franks

and Merindah Wilson Smartboard training. Ongoing support for implementation of PLPs –

Dio & School Staff. Professional Learning Conversation - Merindah

Wilson

Term 3 Child protection/duty of care -

Diocesan staff Literacy workshop - STCS

staff ICT workshop - Robert

Fajks Individualized plan for each AEW Workshop with NPs facilitator - Liz

O'Callaghan Professional Learning Conversation -

Merindah Wilson Ongoing support for implementation of PLPs – Dio &

School Staff.

Term 4 Workshop with NPs facilitator - Liz O'Callaghan Behaviour and well-being workshops - Restorative

Practices ICT workshop Robert Fajks (To be confirmed) Ongoing support for implementation of PLPs –

Dio & School Staff.

Aboriginal Education Workers (AEWs) Professional Learning Plan

TARGETSTo establish clarity of roles, tasks, timetables and legal obligations in the classroom, playground and community.To provide professional learning and practices based on current research for children in remote communities.To acknowledge the critical role played by AEWs in the education of these children and to build confidence, capacity

and leadership.

Paakantji Culture & Language Program

Culture & Community

• Paakantji means ‘River People’• Paakantji Land runs along the Darling River

• School Paakantji Cultural Program important- developed over 30 years- contributed to by well over 50 people- generations

• Documenting the language and cultural history- Space within school- Photos- Songs- Posters

• Community Centre – in the works

   Focus

Early Stage 1 (Kindergarten)

Stage 1 (Yr 1 & Yr 2)Two Year Cycle

Even Years Odd Years

Term 1 

  

Identity 

  

Me 

  

My Family 

  

Belonging  

Term 2   

Energy 

  

Moving 

  

Our Land 

  

Transport 

Term 3   

Environment

 

  

Our Place 

  

People in my Community

 

  

Places in my Community

 

Term 4   

Change & Growth

 

  

My Changes 

  

Growing & Changing 

  

Past, Present, Future 

Integrated Units

Term Unit of Work Linked with Foundation Statements

KEY LEARNING AREAS HSIE Science &

Technolgy Creative Arts PD/H/PE Paakantji Cultural

Studies

1

Me

Students develop an

understanding of who they are

through identifying personal

characteristics and qualities as well as the parts of their bodies

and they explore their immediate

environment by using their

senses

CUES1 Communicates some common characteristics that all people share, as well as some of the differences. CCES1 Describes events or retells stories that demonstrate their own heritage and the heritage of others.

LTES1.3 Identifies ways in which living things are different and have different needs ICES1.2 Recognises and uses various means of communication UTES1.9 Identifies and uses a limited range of computer based technology when undertaking exploration and production

VAES1.1 Makes simple pictures and other kinds of artworks about things and experiences. MUES1.1 Participates in simple speech, singing, playing and moving activities. DRAES1.1 Uses imagination and the elements of drama in imaginative play and dramatic situations. DAES1.1 Participates in dance activities and demonstrates an awareness of body parts, control over movement and expressive qualities.

PHES1.12 Displays basic positive health practices IRES1.11 Identifies how individuals care for each other DMES1.2 Identifies some options available when making simple decisions COES1.1 Expresses feelings, needs and wants in appropriate ways

1.UL.1 Recognises and responds to words, phrases and simple sentences in Aboriginal language 1.UL.2 Identifies and responds to features of written languages 1.UL.3 Uses known words in Aboriginal languages to interact in everyday situations 1.MBC.2 Identifies cultural practices and relates these to personal experiences Paakantji Language - Facial Parts - Body Parts - Colours Paakantji Songs - Miki, Munga, Yalka - WallTall&Walkbout - Clap your mara - Flag Song - Yaalthi Yuri -Totem Song Paakantji Culture - Senses / hunting, danger, cooking - Totems - Hunting (tools)

Moving

CUES1 Communicates some common

PPES1.4 Explores and identifies ways

VAES1.2 Experiments with a range of media in

MOES1.4 Demonstrates a general awareness of

1.UL.1 Recognises and responds to words, phrases and

Early Stage 1 Unit of Work

Paakantji Language Circle

• Meets four times a year• Menidee, Broken Hill and

Wilcannia Schools• Staff who teach Paakantji

Language in schools along with Principals

• Developing Units of Work for the teaching of Paakantji Language

• Development of a website• Employment of a Paakantji

Language Community Worker• Sharing ideas, strategies,

issues• Supported by the Board Of

Studies

Community Events & Bush Trips

• Community Visits• NAIDOC – schools & community• Agencies and NGOs organised events• Wilcannia Central School• Mutawintji Open Air Camp• Various significant sites/locations in

Wilcannia and surroundings- bush tucker- bush medicine- Old ways

Publications and Promotion

• My Mara Love to Clap• The Naked Boy and the

Crocodile

• Falling Star• The Moon and the Gecko• The Galah and the Frilled

Neck Lizard

• Bush Tucker Dreaming• Down River ‘Wilcannia Mob’

Aboriginal Spirituality &Religion

• Whole School Prayer- Creator Spirit- Meaningful to own experiences- Songs / Action

• Relaxation/Meditation- Quiet music- Quiet calm spaces- Gardening

• Dreamtime Stories• Sharing our Story

- River Bank to Classroom- Adapting units –

relevant/meaningful- Creative Arts

PassionatePositive

Proactive

Staff Wellbeing & Support

Factors with living in a Remote Aboriginal Community

• Isolation• Travel• Networks (family/friends)• Access to services• Cost• Close living with colleagues• Cultural differences• Work life - Home life• Increased community involvement (always on)

Supporting Teachers at St. Therese’s Community School

• School support• Principal/Mentor• CEO support• Isolation allowance• Western Leave Days• Staff supervision• Specialist support each term• Professional Development• Accommodation – new teacher housing mid 2012• Colleagues / Site• Recent Graduate Support

(Developed School Wellbeing Document)

Partnerships

St Lucy’s School WahroongaSpeech and Occupational Therapist every term

Maari Ma HealthNutrition and Dental ProgramsPaediatricianNutrition Worker

Save the ChildrenIntensive Supported PlaygroupsSocial Welfare Role

Brighter Futures and CentacareParent Groups

Other school link ups

Full nutrition program (breakfast, fruit, milk and cheese, cooked lunch)

Bus pick ups and drop offs (start at 8.30am – keep going back)

Safe & Engaging environment (technology, resources, events, open days)

AEW involvement & support(community perspective)

Individualised Attendance Targets (connected with PLPs)

Staffing – teacher:student ratio (behavioural/emotional/social/academic)

Involvement in various meetings/groups focusing on attendance(identify some of the real issues – connect families to support, Brighter Futures, Centacare, Safe Families)

Connection with Wilcannia Central School and FaCSHIA(communicate common attendance message to community)

Improving Student Attendance

Education Plans developed on all KLAsClassroom Lessons ‘best practice’

filmedStaff Handbook developed3 Year Restorative Practices PlanSchool Annual Plans link to Professional

Learning Plan which is linked to Professional Learning Cycle (PLCs)

National Partnerships Plan (4 year)Remote Service Delivery Plan (4 year)

ALL LINKED TOGETHER

Succession Planning

Strategies for Engagement & Learning

Learning and Teaching Practices DVD

Reading Level Letter ID (out of 54)

Word Test (out of 15)

Writing Vocab HRSIW (out of 37) C.A.P. (out of 24)

3.07

34.7

4

10.2

15.8

11.6

3.4

38.5

4.9

12.2

22.6

14.2

5.25

44

8.5

17.2

29

13.5

Kindergarten Observational Survey Results(Average Score)

2009 2010 2011

Reading Level Letter ID (out of 54)

Word Test (out of 15)

Writing Vocab HRSIW (out of 37) C.A.P. (out of 24)

8.25

50

9.8

21.1

26

16.9

13

51.7

12.2

26.2

30.1

18.2

Stage 1 (Year 1 and 2) Observational Survey Results(Average Score)

2010 2011

01020

3040506070

8090

100

Term

1 2

007

Term

2 2

007

Term

3 2

007

Term

4 2

007

Term

1 2

008

Term

2 2

008

Term

3 2

008

Term

4 2

008

Term

1 2

009

Term

2 2

009

Term

3 2

009

Term

4 2

009

Term

1 2

010

Term

2 2

010

Term

3 2

010

Term

4 2

010

Term

1 2

011

Term

2 2

011

Term

3 2

011

Term

4 2

011

Overall School Attendance (YearlyPercentages)

Attendance Data

Reflection and Questions

Invitation to ask a question or share a comment or thought

‘Every child deserves the opportunity to reach theirfull potential.’

Thank you