Innovative Community Action Networks ICAN

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Innovative Community Action Networks (ICAN)

• FLO Training Workshop
• 10 November 2009
• AAMI Stadium, Adelaide

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ICANs..Innovative Community Action Networks

• Launched in 2004 as a key part of the SA
  Government Social Inclusion Boards School
  Retention Reference.
• A joined up school and community partnership
  approach led by local community partnership to
  develop innovative solutions to address local
  barriers to successful learning outcomes for
  those most at risk 12-19 year olds in low
  social-economic areas of the State.
• DECS is the lead agency for ICANs, reporting
  quarterly to the Social Inclusion Board and the
  local community partnership model will be
  expanding across the State from the beginning of
  2010.

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Premier
Cabinet
EconomicDevelopment Board
Social Inclusion Board
Inter-Ministerial Committee Learning and Work
STATE ICAN TEAM DECS Curriculum Services
Curriculum and Operational leadership links to
DPC (Social Inclusion) and DFC DFEEST SAPOL
AGD
Northern Country Regional ICAN
Northern Regional ICAN
Southern Regional ICAN

Western Regional ICAN
Local ICAN Mgt Committees
Local ICAN Mgt Committees
Local ICAN Mgt Committees
Local ICAN Mgt Committees
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A socially inclusive society is one where
everyone has the opportunity and capability
participate in all aspects in the community..

• to LEARN
• to WORK
• to ENGAGE
• to have a VOICE
• Tony Vinsen .Australian Social
  Inclusion Board 2009

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This requires.

• the RIGHT resources
• the RIGHT opportunities
• at the RIGHT time in peoples lives

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ICAN aims at the State and local level

• to successfully re-engage in learning young
  people from Year 6 up until 19 years of age who
  have disengaged from school without having
  completed a formal qualification.
• to achieve this through the provision of
  individual case management and flexible learning
  programs to successfully support their transition
  in to accredited learning and meaningful earning
  pathways.

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ICAN brings together

• young people,
• families,
• schools,
• community groups, and non government
  organisations
• businesses and
• different levels of government
• to find local solutions to locally identified
  issues that prevent young people from completing
  their education

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The BIG issues that impact..

• Poverty and unemployment
• Indigenous
• Family breakdown and abuse
• Rurality and isolation
• Health (esp. mental health and wellbeing)

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Poverty and unemployment

• Low socio-economic status (SES) has a profound
  effect on school completion, with only 58 of low
  SES 19 year olds attaining year 12, compared to
  84 of high SES. (Foundation for Young
  Australians, 2008).

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Indigenous young people

• Some of the comparatively poor educational
  results and outcomes for Indigenous Australians
  are influenced by factors not shared by most
  other Australians.
• (DEST, 2006, p.3

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Aboriginal young people

• are half as likely to continue to year 12, with
  many leaving before completing year 9 or 10
• are substantially less likely to achieve the
  national minimum literacy and numeracy benchmarks
• are 5 times less likely to attend university and
  two thirds less likely to attend TAFE
• are more than 3 times as likely to be neither
  employed or studying.

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Family breakdown and abuse

• The incidence of child abuse and neglect is
  higher in the most socioeconomically
  disadvantaged and in rural areas.
• Hetzel, p.63
• Aboriginal people are more than six times as
  likely to be the subject of a substantiated
  notification for child abuse or
  neglect. SCRGSP ,2009

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Rurality and isolation

• In South Australia, 60 of identified
  disadvantaged localities are in rural areas.
• Vinson, 2007, p. 97
• Isolation can lead to an intertwined spiral of
  decreasing services, including health, further
  education and employment, and decreasing
  populations.
• Dept of Health and Aging, 2009, Black et al, 2000)

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Health

• Individuals are at greater risk of developing
  mental health disorders if they are or have
  experienced poverty, social exclusion ,
  violence, peer rejection, isolation and lack of
  family support.
• Witney Koller, 2007, p.3
• It is estimated that 20 of young Australians
  struggle with mental health disorders,
  particularly depression. MHFA, 2005
• This same proportion is reflected in early school
  leavers one fifth are struggling with mental
  health issues. Commonwealth of Australia, 2006,
  p.8

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So what????....

• The more negative life events an adolescent
  has, the more likely they are to engage in
  problem behaviours and the less likely they are
  to engage in a wide range of positive activities
• M. Fuller, 2005
• homelessness
• pregnancy and teenage motherhood
• juvenile justice
• substance misuse

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What we hear from our disengaged young people
adapted from Munns, G., 2004
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Community costs of Early Leavers

• lower employment rates
• increased welfare payments
• lower productivity
• lower tax revenue for Australia
• Business Council of Australia (2003)
• Early school leaving and lower levels of
  education cost Australia an estimated 2.6
  billion a year in higher social welfare, health
  and crime prevention.
• Education Foundation Australia (2007)

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Education provides us with the key to break this
cycle

• Education is.. Arguably the most important
  determinant of a persons life chances .
  SACOSS, 2007
• The ICAN approach is to find ways of doing
  whatever it takes to support and reconnect our
  young people so that their future prospects are
  improved

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It takes a whole village.

• ICAN promotes a shared responsibility for a range
  of social inclusion factors
• Disengagement is merely one symptom of other
  issues
• By sharing the responsibility across the whole of
  community, the issues are addressed collectively
  rather than fragmented across silo approaches
  by multiple services

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The ICAN village
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Innovative solutions
Partnerships

• Schools alone

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Innovative Solutions

• Students participate in personalised learning
  through authentic relationships

• Fix young person
• to fit system

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Innovative Solutions

• One size fits ALL

• One size fits ONE

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Flexible Learning Options

• Funding to meet needs of young person

• Funding toschools

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What we hear from our re-engaged voices
adapted from Munns, G., 2004
Listen to me being heard, being valued
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ICAN outcomes 2004-9

• Over 8,500 young people have participated in ICAN
  initiatives over the past five years.
• Currently 1600 FLO enrolments in 39 schools
• An average nearly 80 success rate in re-engaging
  young people with learning and earning pathways
• Demonstrated reduction in juvenile justice issues
  in ICAN areas (39)

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Keys to Success

• A strong whole of government commitment, through
  Monsignor David Cappo and the Social Inclusion
  Board
• Governance cross agency reporting regimes
  through the Inter Ministerial Committee
• Local ICAN Management Committee and Program
  Manager to facilitate community development and
  broker value add from key stakeholders
• Flexible enrolment funding to support brokerage
  of engagement and learning programs beyond the
  classroom

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Who are the players in ICAN ?
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Social Imperative

• Early  school  leaving  and  lower  
• levels  of  education  cost  Australia  
• an  estimated  2.6  billion  a  year  in  
• higher  social  welfare,  health  and  
• crime  prevention.
• Education  Foundation  Australia  (2007)

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Personal costs for Early Leavers

• lower wages and greater financial insecurity.
• poorer mental and physical health.
• higher likelihood of child abuse and neglect when
  they become parents.
• higher instances of homelessness, drug and
  alcohol abuse, and criminal activity.
• up to nine times higher mortality rates than the
  general population.
• Education Foundation Australia (2007)

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Economic Imperative

• We simply cannot afford to have even a small
  proportion of young people being left out of the
  opportunity to work, study, continually re-skill
  and contributeto our economy.
• unpublished report prepared for COAG, page
  7.MCEETYA December 2006), Transition Pathways
  from School to Work or Further Study,

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Disengaged4
STUDENT POPULATION PROFILE
STUDENT RISK PROFILE
DECS INITIATIVES
3
ExtremeRisk
SEVERELY DISENGAGED
ICANFlexible Learning Options (FLO)
SIGNIFICANT ISSUES OF DISENGAGEMENT
HighRisk
StudentMentoring YouthDevelopment
At risk of disengaging 8
STUDENTS ON THE CUSP OF DISENGAGEMENT
FULLY ENGAGED AND/OR PART TIME SCHOOLING
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Aboriginal Student Mentoring
FULLY ENGAGED SCHOOLING POSSIBLE PART TIME
EMPLOYMENT
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FULLY ENGAGED MAINSTREAM SCHOOL
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LowRisk
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THE ICAN ESSENTIALSStudent Profiles

• FLO levels 1-4
• FLO 1 Student has inconsistent attendance, signs
  of disengaging
• FLO 2 Student has occasional attendance , some
  personal challenges leading to disengagement
• FLO 3 Student rarely attends school and has some
  social/personal barriers to engagement in
  learning/life.
• FLO 4 Student has not attended school at all and
  has many social, emotional, learning and living
  barriers

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THE ICAN ESSENTIALSReferral Options for FLO

• FLO 1 EARLY INTERVENTION
• FLO 2 KEEPING ON TRACK
• FLO 3 KEEPING CONNECTED
• FLO 4 RE-ENGAGEMENT

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THE ICAN ESSENTIALSThe Engagement Matrix
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THE ICAN ESSENTIALSModels of Case Management

• In context FLO Levels the Engagement Matrix
• ICAN CASE MANAGEMENT
• FRAMEWORK
• Case Management Outcomes

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THE ICAN ESSENTIALSFLO Primary School Model
PARTNERSHIPS
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THE ICAN ESSENTIALSFLO Primary School Trials

• Current Models being developed across the state
• Steering groups to help refine the models,
  criteria and guidelines
• Support through ICAN Case Management Funds

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THE ICAN ESSENTIALSPartnerships

• Partnerships are joint working relationship
  where
• Independent parties link
• Cooperation around common goals
• Involve movement of all parties (creating
  something new)
• Collaboration on planning, development,
  implementation and evaluation
• Share information, resources, risks and rewards
• (Adapted from UK Audit Commission)

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THE ICAN ESSENTIALSBuilding Blocks for Effective
Partnerships

• Recognition
• Respect
• Review
• Resilience
• Responsibility
• Rewards
• Resolve
• Relevance
• Reference
• (Corporate Citizenship research Unit , Deakin
  University)

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COMPASS

• The Compass project delivers online assessment in
  literacy and numeracy for ICAN students
• The assessment items are designed to maximise
  student engagement
• The tasks are year level appropriate
• The stimuli are age appropriate

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COMPASS

• Lower primary mathematics

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COMPASS

• Lower primary literacy

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COMPASS

• Early secondary mathematics

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COMPASS

• Early secondary literacy

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COMPASS

• Early secondary literacy (cont.)

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FLO Process

• At time of enrolment or re-enrolment, a FLO
  student (both new and continuing) is identified
  using the
• ICAN Engagement Matrix

• Background information obtained
• Ensure the student is not enrolled in any other
  state school and has not been included in that
  schools Tier 1 staffing census. Student is not
  eligible if this is the case, but could be
  considered for the following school year.
• A Principal to Principal Transfer can be
  considered, if required.

• Discussion between School FLO Coordinator and
  person referring student to FLO, if required.
• Consultion with Student Services and Special
  Education staff prior to continuing referral
  process, if applicable.
• Consent from caregiver/ parent/ independent
  student must be obtained before proceeding this
  may be done in writing or via verbal consent.

• School FLO Coordinator reaches a decision about
  eligibility
• Ensure that external Case Management services are
  available.

ELIGIBLE ICAN FLO Application (Referral) Form is
forwarded to Regional ICAN Program
Manager AND School FLO Coordinator / SSO enrols
student as FLO on EDSAS before census (NB FLO
students are classified as 1.0 FTEs)
NOT ELIGIBLE School maintains the mainstream
enrolment and includes the student on the Tier 1
census
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FLO REFERRALS AFTER TERM 1 CENSUS

• FLO students can be referred at any time,
  provided the enrolment and referral requirements
  are met.
• Ensure the student is not enrolled in any other
  state school and has not been included in that
  schools Tier 1 staffing census.
• After the Term 1 census, case management can not
  be guaranteed until the following Term.
• FLO funding will be pro-rata from the Term
  following referral.

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FLO Coordinator
The FLO Coordinator is the key contact in the
school. They provide leadership and management
for FLO processes, procedures and students
learning.
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FLO Enrolment Referral

• 2010 ICAN FLO Secondary Referral
• Part A Pre-referral assessment process
• Part B Referral Options
• Part C FLO Enrolment

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FLO Reporting
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2010 Action Plan

• New Schools
• Current Schools
• New Current Community Partners
• Term 1 2010

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Why Flexible Learning?

• Reducing barriers to access
• Education for a wider range
• Using technologies for greater success
• Learners have more control
• ICAN

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Continuing the process

• Flexible learning through new SACE December 3
  workshop
• Flexible Learning Curriculum Committee
  established
• Working with new technologies egXO laptop

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OLD Flexible Learning Plan
FLP headings include Your skills You and
success More about success How do you
learn? Your support team Working through problems
My plan You and work
Live your dreams Planning your future What
sort of life do I want? How will I live? What
education and training do I need? Your timetable
Reviewing your Plan Leaving school checklist
FLP
Integrated Learning Unit SACE Stage 1 - expires
Dec 2009
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ICAN Personal Learning Plan - PLP
Your skills. How do you learn? Your support
team. You and work. What education and training
do I need?
Your skills. You and success. Your support
team. Working through problems. Planning your
future.
Personal Development
Communication
Learning
Work
Your skills Live your dreams Planning your
future What sort of life do I want? How will I
live?
How do you learn? What education and training do
I need? My plan. Reviewing your Plan.
Citizenship
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NEW ICAN Flexible Learning Plan
Integrated Learning Units new SACE Stage 1 10
credits each
Personal Development
Work
Learning
PLP
Citizenship
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Youth ConnectionsService model
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Youth Connections in SAService model

• Eligible young people and SA Priority Groups
• Types of Services
• Different services in ICAN and non-ICAN regions
• enhance existing State services in ICAN regions
• focus on severely disengaged young people in ICAN
  regions

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Youth Connections in SAService model cont.

• Regional Advisory Bodies
• Community Assessment and Referral Teams
• co-location with Partnership Broker (optional)
• Juvenile Justice Program
• 300,000 program (per annum) linked to Youth
  Connections

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Flipcentre at John Pirie Secondary School

• Aims
• Engage young people with learning.
• Provide for alternative mode of curriculum
  delivery.
• Support specific learning needs.
• Case manage learning plans through mentoring.
• Offer targeted programmes for identified groups.
• Develop strategies for working in a diverse
  classroom.
• Support professional research (eg. Uni,Tfel ).
• Provide access to counselling.

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Flipcentre Students

• There is no typical Flipcentre student.
• Absence of stigma.

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Referral to Flipcentre1. Learning Difficulties

• Numeracy and literacy.
• Prolonged disengagement with learning.
• Behaviour issues.
• Specific curriculum areas.

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Referral to Flipcentre 2. Alternative Curriculum
Delivery

• Open access college.
• Extension studies.
• SHIP students (excel r8).
• Targeted programmes.
• Traineeships/ TAFE

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Referral to Flipcentre3. Social Issues

• Non attendees/ truants
• Young offenders
• Homeless/ independent students
• Mental health issues

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Flipcentre management

• A suitable physical environment.
• Learning plans.
• Weekly planners.

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Flipcentre Supportive Data

• Reduced referrals to restart room.
• Improved attainment data.
• Improved attendance.
• Anecdotal.

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Flipcentre What have we learnt in 3 years ?

• We can make a difference.
• Importance of staffing.
• Need to communicate with all staff.
• Community benefits.
• Importance of funding.