Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1697635974729.pdf (Australia)
• KUNUNURRA DISTRICT HIGH SCHOOL SCHOOL READINESS PROGRAM AND PATHWAYS A.

RATIONALE Kununurra District High School has a significant number of students who are, or are at risk of becoming, disengaged from learning.
To address the needs of such students, the school offers a program designed to remove the barrier(s) to their learning by supporting them with development of the learning skills, behaviours, attitudes, knowledge and attributes required to enable meaningful participation in education, become valuable members of society, achieve successful, ongoing participation in the work-force and make a positive contribution to their wider community.

B.

EDUCATIONAL CONTEXT 1.


Kununurra District High School has three Educational Pathways providing targeted support and guidance for students who are unable to, or who are unwilling to, fully and effectively participate in their schooling.

2.

The Program and its three pathways is: a) integral to the School's Business Plan (ref: Operational Plan/Teaching and Learning/Key Strategies/Section 4).
b) delivered by staff employed by Kununurra District High School who will work to address students': readiness for participation in Primary-schooling (Kununurra Primary Academic and L ife Skills - KPALS) i) ii) readiness for participation in Middle-schooling (Kununurra Secondary Academic and Life Skills - KSALS) iii) alienation from learning (The Youth Engagement Strategy - YES).

This program is conducted in conjunction with SA VE Australia C. PROGRAM ADMINISTRATION 1.
A Steering Committee to oversee provision of the program will meet twice each term.

Its membership includes: • Principal (Chairperson) • Vice Principal (Primary) • Vice Principal (Secondary) • Manager Student Services • Program Co-ordinator Learning Support (K-12) • • Director, East Kimberley Clontarf Academy • Regional Coordinator SAVE, or Designate • Co-ordinator, KOHS Girls Academy Indigenous Representative 2.
The Terms of Reference for the Steering Committee is determined at its first sitting each academic year.

3.

The point of contact for Government Agencies and Non-Government Organisations seeking access to, participation in or information about the program will be only through the Principal.

D. PROGRAM STRUCTURE 1.


Kununurra Academic and Life Skills (KPALS; KSALS) These pathways address the needs of Years 5-6 (KPALS) and Years 7-10 (KSALS) students who willing ly participate in schooling, but who lack fundamental skills required to succeed in their age-appropriate learning environment.
Such students are 'disconnected' from their learning because of at least one of: a) a history of large gaps in attendance (Months/Years) b) poor literacy and numeracy skills c) inappropriate or poorly developed social skills d) stunted or dysfunctional emotional development e) inadequate personal organisation and decision-making skills f) an inability to self-regulate during learning activities 2.
Youth Engagement Strategy (YES) This pathway is for students who are identified as having abandoned participation in their educational program.
Typically, 'alienated' students demonstrate: i) high rates of absenteeism/truancy ii) negative behaviour patterns on campus and in the wider community Alienation from learning commonly is due to influences from either or both of: a) failure to understand the importance of the learning attained by consistent participation in education b) poor self-management skills resulting from the negative impact of living in a dysfunctional or destructive social environment E. PROGRAM DELIVERY 1.
Pathways a) The primary objective of the KOHS School-readiness Program is to enable each participating student to: i) overcome the factors and circumstances leading to their disengagement from learning ii) successfully return to full-time engagement in their cohort learning program b) Expectations of each student on a School Readiness Pathway within their cohort learning program is thats/h e will: i) follow an appropriate Group Education Plan (GEP) and/or an Individual Education Plan (IEP) consisting of: • negotiated targets relevant to the student's needs • a set of related learning/participation activities designed to enable achievement of the targets ii) take advantage of the support provided to assist them with their learning and achievement of their goals Inquiry into educational opportunities for Aboriginal and Torres Strait Islander studentsSubmission 44 KUNUNURRA DISTRICT HIGH SCHOOL 2.
Resources Often "traditional delivery methods" have failed disengaged students because of a lack of appropriate resources and support that matches the identified need.

a) The successful delivery of the School-readiness Program is highly dependent on the provision of sufficient, appropriately targeted resources.
At Kununurra District High School, such resources will include specialist staff, appropriate facilities and equipment, specialised learning materials and the capacity to effectively co-ordinate and engage community support.
b) Long-term high rates of success are critically dependent on resource provision through the Department of Education's Behaviour and Engagement Directorate and should cons ist of at least appropriate physical locations and sufficient staff FTE with relevant specialist knowledge and training.
c) The School-readiness Program will be provided with sufficient ,appropriate resources to provide a holistic Student Services Model that will:: i) address each student's specific circumstance ii) deliver highly differentiated IEPs and GEPs d) Students in the School-readiness Program who continue to wilfully: i) engage in extremes of negative behaviour that endangers their safety and the safety of others and/or ii) exclude themselves from continuous participation in their IEP or GEP will be referred to alternative programs, for example Care Schools Australia, or to engage high-end resources provided by the Department of Education for such students.
3.
Progression a) To be considered for progression to an expanding learning program, a student must demonstrate thats/he is (consistent) achievement of every target in their GEP/JEP attaining all of: i) ii) successful participation in the classes that support implementation of the student's GEP/IEP iii) consistent demonstration of: • acceptable standards of behaviour • high rates of attendance, with acceptable reasons for any absence b) When a student in the School-readiness Program demonstrates the criteria in 3. a), the Principal will: i) ii) initiate a Steering Committee appraisal of the likelihood that the student will be able to progress to achievement of learning standards expected of his/her cohort receive a recommendation from the Steering Committee based on written evidence submitted by the following parties prior to the meeting at which the possibility of progression is discussed.
• The responsible lead teacher; • The family; and/or • External agencies, as appropriate iii) consult with the student, parents, key staff and relevant agencies to determine the nature of the student's future involvement in the program, based on the advice of the Steering Committee c) If a student is demonstrating an appropriate level of School-readiness, the Principal will facilitate negotiation of a Learning Program Progressive Expansion Agreement between the student, the parents, the school and any relevant external agencies.
d) At times a period of exclusion from school will be the consequence a student's behaviour.
To return to the school, the student must negotiate agreed conditions of re-entry to the school and return to the School-readiness Program with a group consisting of: i) ii) iii) a representative from any external agency or organisation with demonstrable continuing involvement in the relevant Vice-principal the student's parents provision of support or care for the student THE SCHOOL-READINESS PROGRAM DISCONNECTION Pathway 1 Pathway 2 KPALS (Years 5-6) KSALS (Years 7-10) Inquiry into educational opportunities for Aboriginal and Torres Strait Islander studentsSubmission 44 KUNUNURRA DISTRICT HIGH SCHOOL SCHOOL READINESS PATHWAYS DISENGAGED STUDENTS ' ALIENATED STUDENTS 1.
Social Issues 2.

Emotional Problems 3 .

Disrupted/dysfunctional lifestyle DISCONNECTED STUDENTS 1.

Significant deficits in: a.

Learning skills/ability b.

Personal organisation 2.

Poorly developed: a.

Personal awareness b.

Social skills/awareness SCHOOL-READINESS PROGRAM 1.

KPALS Pathway 2.

KSALS Pathway 3.

YES Pathway MONITOR PROGRESS (Assigned T eacher/s) ASSESS PROGRESS AND RESPOND (Steering Committee) ENGAGED STUDENTS LEARNING PROGRAMS 1.

Upper Secondary • ATAR • KEFL • VET • GATE 2.


L ow er Secondary • CORE & ELECTIVE Subjects 3.

Primary • PEAC • • Kindilinks Intensive Support ADDmONAL SUPPORT • Clontarf Academy • Girls Academy • Follow the Dream • SAVE • Chaplain NOT SUCCESSFUL (Recalcitrant) LIMITED SUCCESS CONSISTENTLY SUCCESSFUL REFERRED TO NON-SCHOOL BASED PROGRAM OR EXTERNAL AGENCY r··-·-- --· .

··-.·- -~ CONTINUE , PATHWAY Or CHANGETO DIFFERENT PATHWAY (e.g .
Work Readiness, Rangers) LEARNING PROGRAM PROGRESSIVE EXPANSION AGREEMENT --- Inquiry into educational opportunities for Aboriginal and Torres Strait Islander studentsSubmission 44 Figure 1 - Parent table If your child misses ... that equals .. .

or ... From Kindy to year 12 that adds up to ...

Which is the equivalent of attending until: Attendance rate Figure 2 - Student table If you miss ... that equals ... or ... From Kindy to year 12 that adds up to ...
Which is the equivalent of attending until: Attendance rate Inquiry into educational opportunities for Aboriginal and Torres Strait Islander studentsSubmission 44