Student Support Services Priorities Children who are Aboriginal or Torres Strait Islander and / or under care of the Minister are a state-wide priority for all At times, priorities will be impacted be critical timelines, eg special options, funding panels Special Education Attendance & engagement Behaviour Psychology Speech Pathology Level 1 (any of the criteria met) Individual children/students with a disability or significant health care need who are not currently accessing education or where the site has employed their own resources to accommodate and address their needs but require expertise and assistance beyond their current internal capacity. Child /Student not sighted in 4 weeks (and site has attempted home visits) Student not enrolled in any educational settings Child /Student absence history more than 10 days in a term Sudden unexpected change in attendance coinciding with wellbeing factors – mental health issues, trauma, parental capacity Preschool and primary aged children will have priority over secondary school students Where non-attendance co-exists with these factors: Child/Student / family at risk of homelessness Drug / alcohol abuse of student or caregiver Mental health concerns for student or caregiver Transition points – preschool to school, primary to secondary where there is a risk of disengagement or transience history Transience evident in enrolment history System and population interventions or initiatives with priority sites Student requires high level or intensive support to engage with the curriculum Evidence of high risk behaviours threatening safety An individual student who has very significant difficulties with learning and/or very significant social and emotional or behavioural problems that are impacting on their ability to access the curriculum. They may also have significant psychosocial factors such as developmental trauma and/or poor school attendance. AND A student with high and complex needs with a multi-disciplinary team of service providers. Have not responded as expected to quality differentiated teaching practice (QDTP) and evidence informed interventions/supports. Language difficulties / population groups at risk Severe speech sound disorder - preschool to less than 7 years (unintelligible to most listeners) No/very limited functional communication and no other speech pathology involvement
Level 2 (any of the criteria met) Children/students who require differentiated curriculum content at a different level to their same age peers in all learning areas Chronic non-attendance ( 10 days or more) without previous social work intervention Disengaged from learning Student / family citing school based issue Where non-attendance co-exists with the following factors: Family financial and /or accommodation problems Family mental health or substance abuse issues Family not engaged with other agencies Student not accessing learning in the context of challenging behaviours occurring regularly. A high level of risk over an extended period, with measurable consequences. An individual student who is experiencing significant difficulties with learning and/or significant social and emotional or behavioural problems that are impacting on their ability to access the curriculum. They may also have/or have significant psychosocial factors such as developmental trauma and/or poor school attendance. AND Have not responded as expected to quality differentiated teaching practice (QDTP) and evidence informed interventions/supports. Severe speech sound disorder (other than preschool to less than 7 years) Individuals with indicators of severe language difficulties where they have not responded to interventions at school level Contribute to team around the child approach No/very limited functional communication with external speech pathology involvement Level 3 (any of the criteria met) Children /students who require differentiated curriculum content at a different level to their same age peers in only a few learning areas. Habitual non-attendance (5-10 days absent without satisfactory explanation in a term) AND with wellbeing factors present (e.g. parental capacity, loss & grief, trauma, mental health, conflict). Parents have concerns and are open to support Chronic non-attendance over a significant length of time with previous social work intervention Explained absences and there is still a connection with the family Inconsistent engagement in the curriculum. Child/ student’s needs are able to be catered for within the quality differentiated teaching practice of the classroom. An individual student or group of students who are experiencing moderate difficulties with learning and/or moderate social and emotional or behavioural problems that are impacting on their ability to access the curriculum. They may also have/or have moderate psychosocial factors such as developmental trauma and/or poor school attendance. AND Have not responded as expected to quality differentiated teaching practice (QDTP) and evidence informed interventions/supports. Individuals with indicators of moderate language difficulties Moderate speech sound disorder Priorities correspond to each discipline’s catalogue of interventions