Support for other disadvantaged student cohorts INNOVATIVE COMMUNITY ACTION NETWORKS (ICAN)
Children under the guardianship of the Minister
In Term 4, 2011, there were 104 ICAN FLO-enrolled students who were in care Under the Guardianship of the Minister. These young people being provided with flexible learning program and/or additional case management support through ICAN. Many of these children and young people have experienced significant family and social complexities. Some have experienced multiple foster home and other placements along with changes in schools. Through the ICAN model, children and young people can be supported to maintain their connections with learning and not ‘fall through the gaps’.
Students with a disability
In Term 4 2011, 724 students ICAN FLO-enrolled students with a verified disability were supported through all ICAN programs.
Young parents (young mothers)
During 2011, ICAN supported 251 young mothers. Across the State, ICAN provided a range of programs for pregnant young women and young parents with babies. Programs included provision of supportive environments (and case management services) for young mothers to complete their South Australian Certificate of Education.
Young people significantly disengaged and refusing school who study from home (e-learning)
During 2011, ICAN led the national pilot for the Ministerial Council for Education, Early Childhood Development and Youth Affairs (MYCEEDYA) endorsed Notschool.com project. This project (a two-year Australian pilot) engaged 50 ICAN students in a flexible delivery e-learning project led by Education Services Australia (ESA).
Support for young people in the juvenile justice system
In 2011, ICAN supported 44 young FLO-enrolled students who were involved with the juvenile justice system custodial care.
Secondary student mentoring
Students at the Adelaide Secondary School of English (ASSoE) transition through their New arrivals program into mainstream schools across metropolitan Adelaide. ASSoE utilised the secondary mentoring resources to provide extra support for 15 students at risk of not making a successful transition from their school to a mainstream site.
Community mentoring
The Community mentoring program included mentoring to 191 students from disadvantaged backgrounds as evidenced by eligibility for the school card, 110 students with disabilities, 17 students who are refugees, 17 students in care under the Guardianship of the Minister and 64 students with Language backgrounds other than English.
VET scholarships
In Term 3 2011, four students who are refugees, seven students in care under the Guardianship of the Minister, 49 students with disabilities and 55 students with Language backgrounds other than English were supported to undertake VET training through Industry pathway programs. Many schools have numeracy and literacy support programs associated with their VET training programs.
Learning together
Of the 815 people currently enrolled in Learning together programs, 18% (149) are from culturally and linguistically diverse (CaLD) backgrounds.
One group employed a bilingual/bicultural worker as a response to the need from the high proportion of Vietnamese families and one of the DECD resources was translated into Vietnamese.
Staff involved in programs often reported on the complexities of engaging families with little English and the challenges involved in ensuring that families understand the program and its aims. This was compounded by large numbers of families attending each session at some of the program groups. This was addressed by restructuring and additional groups are now being run with the support of the Children’s Centre for Early Childhood Development and Parenting and Playgroups South Australia.
The majority of programs are having success in involving families where the parent has an intellectual disability and even though this is a small proportion of the total number of families, these families are showing increased understanding about their children’s development and improvements in their parenting skills.
Many of the programs are also building stronger partnerships with Families SA and this is leading to an increase in families having supervised/ unsupervised access at Learning together groups. One school principal recently commented that she can see that this is having very positive effects on the families.
Challenges to implementation/progress | INNOVATIVE COMMUNITY ACTION NETWORKS (ICAN)
The ICAN program has intentionally been built around supporting disengaged students. CMaD participating schools, as well as other schools, are able to access support for disengaged young people using the cluster and regional models of support.
The biggest challenge in terms of sustainability is recognising and responding to the evidence that the most complex students require additional resources to meet the needs to support successful engagement and achievement in learning. This level of support, (one on one case management) as well as provision of a more flexible learning program that is tailored and responsive to individual needs based on individual student strength and interest does require significant resources.
Funding from the CMaD National Partnership has provided an opportunity for schools to meet the needs of the most complex students in a consistently successful way. The associated investment supporting disengaged students can provide benefits to the individual, the family, local community, and to the productivity agenda of the state and nation far outweighing potential costs in the longer term. For the vast majority of ICAN-supported students, the capacity to successfully engage and achieve in learning and transition to further education and employment would not be realised without this investment.
Community mentoring
In 2012, the program will focus on developing sustainable strategies for maintenance of the program beyond the end of 2012. This will see the transfer of responsibility to support the mentoring relationships to each school site rather than the local community mentor coordinator.
Youth development
The changes made have created more opportunity for sustainable reforms to take place across schools. Professional learning and support through the youth development coordinators will result in a more intentional and strategic impact on schools.
VET scholarships
A number of schools, especially those in remote and isolated regions, find it difficult to access higher-level VET training. DECD and Tertiary and Further Education (TAFE) personnel are investigating e-learning options in a number of Industry pathway programs.
Learning together
Sustainability is being built into programs through the ongoing professional learning that is being offered to all staff across the sites. This means that an increasing number of them are building their knowledge about ways to authentically engage with families and around the Early years learning framework.
Parents and carers involved in programs are also increasing their skills and confidence and these skills will be transferable. One school principal has already noticed an increase in the number of parents who have attended Learning together programs and are interested in joining the school’s governing council.
Regional leadership consultants
Supporting principals in small sites where there are no other leadership positions is challenging. In 2011, regional leadership consultants established professional learner communities to assist principals in these sites to address this matter.
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