Student Support Team Leader (SET) Leader Key... · Student Support Team Leader (SET) ......

Anna Geary - To be Reviewed September 2016

Student Support Team Leader (SET)

Key Roles and Responsibilities

December 2015


Overview

Consultation with teaching teams

Develop, produce and support implementation of EAPs/support

plans

Consultation with families and external specialists

Supporting Student Transitions

Plan and run programs (social and targeted intervention)

Facilitate and Lead Student Support Mentors

Behaviour Management

Assessments

Collection of Data (Internal and External Agencies both Regional

and Federal)

Financial management and Budget Responsibility

Classroom and School Support


Consultation with teaching teams

Teaching Team each have at least one planning block together each week where teams work

collaboratively to reflect on and plan ahead for the coming week. During this time, but also

throughout the school day and week, consultation may occur with teachers who are seeking a

second opinion, ideas for support or physical demonstration of practice to support particular

students to engage more effectively in their learning. This consultation can often be a starting point

for a more in depth process to begin, but often they can also be the only intervention that might be

required, providing reassurance or clarity.

Develop, produce and support implementation of EAPs/support plans

Write EAPs, Support Plans or Behaviour Plans

Education Adjustment Plans are written for all students with a diagnosed disability (or a suspected

disability that is currently being investigated). They are required to apply for funding for students

and are reviewed every 6 months unless requested or in need or review at an earlier point.

Support Plans are created for students who do not have a diagnosis but have an academic need that

they are receiving additional support for.

Behaviour Support Plans are for students who receive additional support for their behavioural

needs, generally they do not have a diagnosed disability. However, sometimes this can align with the

EAP.

Student diagnosed or teacher recognises academic or

behaviour concerns.

SET consults with teacher and parent to make a meeting (if

appropriate SSM also to be included)

Meeting conducted, SET to facilitate and take notes using

meeting template (A1). Teacher and parents to come up

with goals for the student.

SET to write EAP and send it to teacher for approval.

Copy of EAP send home to family. If students are up for

funding a second copy to be sent home to parents for them

to sign and return to school.


Any EAP, Support Plan or Behaviour Plan templates can be found at:

Unmanaged Data – Teacher Public – Teaching and Learning – 2016 Student Service – Admin

Alternatively if the documents are ever updated by the Department of Education they can be found

at http://ed.ntschools.net/studserv/Pages/disability-and-special-education.aspx

Smart Goals

Example Learning Outcome: Student A will attempt set tasks for 10 minutes at a time

Condition: With one on one adult support

Criteria: 3 times a session consistently by the end of Term 3.

Learning Outcome: Student B will be able to read 50 sight words

Condition: With the support of 15 minutes daily practise

Criteria: By the end of Term 2.

http://ed.ntschools.net/studserv/Pages/disability-and-special-education.aspx


Consultation with families and external specialists

The following is the referral process for students receiving additional support from external

organisations. When specialists become involved the SET is the contact person for the school to

facilitate school visits, as well as ensuring any relevant information required by the specialists is

passed on.

Step 1

Behaviour Academic Social

Physical eg. Fine or gross motor Speech

Step 2

Step 3

Step 4

Step 5

Step 6

Step 7

Step 8

If strategies have been ineffective see special education teacher to

discuss options. Note: For new students who have high learning needs,

don’t wait talk to SET straight away.

For students who have a diagnosis or have high learning needs a

referral to relevant case manager in School Support Services will be

made.

Students with Special Needs Procedure

Teacher to Identify Concern Eg:

Teacher to discuss concerns with parents and get any relevant

background, trial strategies for 4 weeks.

Some students with a diagnosis may be eligible for funding which will

allow them some extra support within the classroom. These

applications are put in Week 5 of term 2 and 4.

SET will ensure informal review of plans and progress every 4 - 6 weeks

and formal reveiws involving all parties involved every 6 months or as

required earlier.

Note: For specific disorder checklists, strategies and general information please refer to

Teacher Public - 2015 Student Services - Special Education Resources - then find the

relevant folder you require.

SET to discuss concerns and conduct observations and testing if needed

on the identified student.

Meeting between parents, SET and classroom teacher to develop an

individualised plan for the student. If required also refer parents to

external services eg. Paediatrician, OT, speech.


Special Needs Medical Professionals Referrals

The following is a list of disorders that students in your class may have and a list of associated

professionals who can either help in the diagnoses process of a child or support them after they

have received a diagnoses. The first listed is the first point parents should be referred to.

Attention Deficit Hyperactivity Disorder (ADHD) – GP, paediatrician, OT, psychologist

Autism Spectrum Disorder (ASD) – GP, paediatrician, OT, speech pathologist, psychologist

Child Depression – GP, psychologist, psychiatrist, paediatrician, councilor

Conduct Disorder – GP, paediatrician

Dyslexia – Dyslexia Clinic, specially licenced psychologist

Gifted – Psychologist

Immaturity – GP, paediatrician

Intellectual Disability – Pyschologist

Language Disorder – Speech pathologist, Psychologist

Low self-esteem – Councilor

Opposition Defiance Disorder (ODD) – GP, Paediatrician

Selective Mutism – GP, Speech Pathologist, Paediatrician, Psychologist/Psychiatrist

(GP = General Practitioner, OT = Occupational Therapist)


Student Services Referral Process

Students who reach a Level 3 on the flow chart and

therefore require additional support.

Ask parents to sign a ‘Parent Consent Form’, SET to also

complete an ‘Initial Concerns Form’ and ‘Support

Service Request’.

Send completed forms and any other relevant

information to appropriate Student Services Advisor:

Sally Lovering – Early Childhood (until Yr 2)

Merryn Curley – Disability Advisor (academic concerns)

Christine Sutherland – Behaviour Advisor

Carolyn Borci – Autism Advisor

Student will be discussed at a case manager meeting

and decided if they will be made a client of student

services, once they are a client the relevant Advisor will

arrange a time to come in to the school. They may also

contact parents.

Advisor will write a report of their findings and

recommendations and meet with parents if required.

Referrals may also be made to the Student Services

Speech Pathologist, Psychologist, Vision Team or

Hearing Team.

Where required follow ups will be made.

Level 3: Implemented

individualised supports for

students requiring intensive

support to achieve educational,

social and emotional outcomes.


Supporting Student Transitions

Transition into school – Where possible meet with parents before student starts, to gain as much

information as possible. Also contact previous school to see what they have to offer. Give the

student the opportunity to see the classroom and meet the teacher before they start to help ease

any anxieties.

Transition to another school – Where possible provide relevant information to the new school. If

within the NT this will be passed on with the rest of their file, if outside the NT most of this will need

to be done through the parents unless the school contacts you directly.

Transition to High School – For any students that may require additional support transitioning to

high school, get into contact with the High School Assistant Principal mid Term 3 to discuss the needs

of the student and arrange for some additional visits, on top of the expected transition days.

Depending on the student they may only require one extra visit or they may require one once a

week for Term 4. Normally it is the SET that will facilitate these visits and go along with the student.

Transition into New Year – Some students will require the opportunity before the end of the year to

visit the new block they will be working in the next year. Also where possible arranging for them to

come in and meet the teacher a few days before school starts for the year.

Plan and run programs (social and targeted intervention) Specialist programs are designed depending on the demand and what support teachers feel they

need. In 2016, CSPS have identified a focus on reading and in particular support for students we

identify to be falling significantly below expected benchmarks and means to ascertain the skills and

competencies they may need to strengthen in order to build improvement in their reading. The

introduction of the Australian Curriculum Version 8.1 and also deeper use of PAT Assessments in

reading are providing more specific continuums and conceptual threads to improve this work.

Current programs are as follows.

Speech – Speech activities are done during the afternoon sessions by Mrs Gorman, students are

selected on a needs basis. Mrs Gorman will work off a plan either created by a Speech Therapist or

by the SET in consultation with the Department Speech Therapist. Reassessments are done at the

end of each semester to determine whether students still require support.

Social Groups – Social groups are run for half an hour in afternoon sessions, groups are comprised of

between 4 and 8 students depending on ages and need. There are a number of resources in the SET

room to support planning for social groups, it is planned against the General Capabilities area of the

curriculum.

Facilitate and Lead Student Support Mentors Hiring Staff – In consultation with Mr Cleary, when required, advertise for new staff, collect resumes

and take part in interviews for promising candidates.

Inducting Staff – Use the attached checklist to follow the steps of inducting any new staff.


Support Staff Induction Checklist

Before Employment

Previous experience /Background

Ochre Card

Available at hours required and happy with pay rate

Initial Meeting

Provide induction paperwork (personal details, super, internet agreement)

Tour of the school, familiarization of staff.

Show paysheets, pigeon hole and staff white board.

Show how to borrow and return resources.

Provide with a timetable if required.

EAPs and other important information about the students they will be working with,

including resources on specific disabilities.

Log onto computer system, show access to emails, complete online induction.

Provide school and SET contact details.

Provide opportunity to have a discussion with teachers they will be working with.

First Day

Check in if there are any question they have before starting.

If needed take them into the classroom and introduce to students.

Check in at the end of the day as to how they went, any issues or questions that came up.

Regularly

Regular check ins regarding how they are travelling, any extra support needed, if any PD’s

become available they may benefit from.

Induction Pack Include:

- Staff location and extension number list

- Release Timetable

- Map

- Support team expectations


Conducting Fortnightly Meetings/PD – Fortnightly meetings conducted during even weeks,

Wednesdays 8 – 8.30am. This gives an opportunity to catch staff up on any important information,

otherwise using the opportunity to share strategies and ideas for working with the students. There

may also be opportunities during the year to provide SSM with half or full day PDs on a topic of

identified need.

Conducting Target Setting Meetings – In consultation with Mr Cleary conduct Target Setting

Meetings with all SSM at the end of Term 1 and also a review in Term 3.

Check ins – constantly checking with staff that they are travelling along alright and if they need any

support in any areas.

Behaviour Management

Whole School Behaviour management is followed by the SWPBS system. For most students this is

effective, however, there are some students who will need additional support. Students may be put

on a Behaviour Support Plan with consultation of the SET, classroom teacher and parents.

In most instances for major behaviour issues John or Pamela are called to support, however, if John

and Pamela are both unavailable the SET is the next port of call. The SET is also used to support

particular students who may be having difficulties related to their diagnosis. In this case the first step

is to ensure the safety of the student and others, so where needed encouraging the student or other

student to move to a safe place. The next step is to take the time to calm the student down, the way

of managing this will be different for each of the students. Once the student is calm and ready they

will need support to transition back into the classroom.


Assessments

There is a bank of assessments that the SET can use on students as a starting point to determine the

students need and where difficulties may lie. The current assessments available at school are as

follows:

Behaviour

Sensory Profile

The Sensory profile is completed by the staff working with a student showing sensory difficulties. It is

a tool that enables you to determine how a child processes sensory information in everyday

situations.

The items on the Sensory Profile are grouped into three major sections:

- sensory processing

- modulation

- behavioural and emotional responses

The Sensory Profile helps you gain a comprehensive assessment of a child’s occupation and

participation, and determine a child’s tendency to exhibit behavioural outcomes of sensory

processing.

The sensory profile can be supportive evidence to provide to an OT, pediatrician or other medical

specialist.

Functional Assessment Interview Tool

The FAIT is done by staff working with a student of behaviour concern. It helps staff organise their

thoughts about a student’s behaviours before attending a meeting. It helps to focus on specific

behaviours of concern and reasons behind those behaviours to help determine the next step.

Thoughts about school Checklist

This checklist is to be done with the student. It is used to gauge information regarding their feelings

about school and can help to focus in on positive strategies to support them.

Social Skills Checklist

The social skills checklist is for staff to complete. It is used to help determine the specific social

difficulties students are having, therefore allowing for specific instruction to support the student in

those areas. It can also be useful to provide medical professionals background.

Speech

Sutherland Phonological Awareness Test

The SPAT test is done with the student. It provides an overview of the phonological awareness skills

required for early literacy development. It assesses:

- sound identification

- blending

- segmenting

- manipulation


- nonword reading

- spelling

The SPAT test gives students a standard score and percentile.

Articulation Assessment

The articulation assessment is done with the student. Students are shown a picture, they say what is

in the picture and the assessor writes down how they have said it. It is used to determine the sounds

students are having difficulty saying. Using the results of this assessment it can be determined what

sounds the students may need support with.

CELF 4 Screener

The CELF 4 Screener is to be completed with the student. It is used to help determine whether

students may have a language delay. The focuses are:

Ages 5-8

Word Structure (7 questions)

Word Classes – Expressive (6 questions)

Concepts & Following Directions (6 questions)

Recalling Sentences (9 questions)

The criterion score for age 5;0 years is 10, and for 8;0 years is 18.

Ages 9-12

Concepts & Following Directions (6 questions)

Recalling Sentences (9 questions)

Word Classes – Receptive & Expressive (7 questions)

Sentence Manipulation – rearrange words to generate 2 different sentences (6 questions)

Semantic Relationships (6 questions)

The criterion score for age 9;0 years is 17, and the score for 14+ years is 23.

Language Screener

The language screeners are a tick sheet for staff to complete. It is used as an indicator as to whether

speech pathology support may be required. There is one for lower and upper years.

Academics

Bangor Dyslexia Test

The dyslexia test is done with the student. It is used as a screener to help determine the possibility a

student may have dyslexia. This can be used in conjunction with the Dyslexia checklist to help

determine whether students should be referred to Darwin for further assessment.


Draw a Man

The draw a man assessment is completed with the student. It is a screener that gives a general idea

of the age at which students are working. It should not be used on its own and compared with

results of other intellectual assessments eg. Ravens.

VADS (Visual Aural Digit Span Test)

The VADS screener is done with the student. It is a screener for short term memory. It can be used

to show up any difficulties in the area but also help determine student’s area of strength eg. Visual

or auditory.

Berry VMI

The Berry VMI is completed with the student. It assesses students visual perception and motor

coordination skills. It is a good screener to determine whether students should be referred to an OT

and also provides the OT with some background information.

Ravens

The Ravens assessment is completed with the student. It provides a verbal and nonverbal

assessment of student’s general ability. The nonverbal test looks at student’s intelligence and

reasoning skills. It can be used to help determine whether students may have an intellectual

difficulty or if something else is stopping there learning.

KTEA

The KTEA is done with the students. It can be used as a whole or just focused on a particular area. It

looks at Maths, Reading and Writing. It can help to determine students’ knowledge, including

strengths and areas for development. Results are supportive to use as evidence to show the need for

support or high ability. Depending on the specific reason for use there is a short or comprehensive

version. The comprehensive version would need to be done in a couple of different sessions.

General

Checklists

The checklists provide a general idea as to the likelihood of a student having a specific difficulty. The

checklists are for:

- ADHD - Language Disorder

- Asperger’s - Low self esteem

- Autism - ODD

- Depression - Tourettes

- Conduct Disorder - OT

- Dyslexia - Speech

- Gifted - Physio

- Immaturity

- Intellectual Disability


Collection of Data (Internal and External Agencies both Regional and

Federal)

NCCD (Nationally Consistent Collection of Data) – Every year there is a national collection of data on

students with a disability. Data from previous years had already been inputted in to SSID. Each year

this data must be reviewed and any new students added. This must be done before August 1st.

Someone from the department will be in contact during Term 2 to discuss the expectations, how the

process works and any changes to the process for the year.

Financial management and Budget Responsibility A budget will be provided by Julia at the beginning of the year to use on Special Education resources.

All Finance and procurement procedures are available in the staff room and directly from the

Business Manager.

Classroom and School Support

As there is a shortage of relief teachers in the Northern Territory there will be times that the

SET is required to go on class to cover sick or absent staff. Wherever possible the school

tries to limit the amount of time this happens, however, it is a good opportunity to get a

really good picture of particular students and try out some strategies to then suggest to the

classroom teacher.

There are other occasions where a SET may be asked to work with a teacher/class for an

extended period of time to both demonstrate and embed certain practices but also to

provide support, guidance and mentoring for members who may be new to the CSPS team.

Student Support Team Leader (SET) Leader Key... · Student Support Team Leader (SET) ......

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