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    Students today are immersed in a globalising world that is marked by rapid scientific and technological growth. As technology advances, we are challenged to collaborate with schools and lead new pedagogical models for learning and teaching, incorporating new technologies in the classroom and providing new learning spaces to meet the needs of students. 

    Theme 2: Quality Teaching for all Learners, Catholic Education Melbourne Strategic Plan 2015–2019 

    Personal Story

     

    Saran Kim
    Year 12 Student, Mater Christi College, Belgrave

    Overview

    The Student Learning Needs Staff Group is guided by Gospel values and a strong belief in justice and equality, with the student at the heart of education. The Staff Group provides direct services to educators, parents and students to support learning. This is achieved by providing guidance in understanding the demands of the curriculum, and assisting teachers to select the most appropriate education pathway for student with additional needs.

    Students with Disabilities (SWD)

    The objective of the Students with Disabilities (SWD) program is to improve the learning outcomes of educationally disadvantaged students, particularly in literacy and numeracy, by contributing funding to support the student’s teaching and learning program.

    Eligible students are funded under the categories of chronic health impairment, physical disability, vision impairment, hearing impairment, severe language disorder, intellectual disability or social/emotional disorder.

    In 2015, there were a total of 6,747 students eligible to receive funding in the Archdiocese of Melbourne.  Of the 6,747 eligible students, 57.3% were primary students and 42.7% were secondary students. Based on the total student population in the Archdiocese of Melbourne, 4.3% of students received funding.

    Scope was contracted by Catholic Education Commission of Victoria Ltd (CECV) to deliver services and support to students with physical disabilities or chronic health impairments in Catholic primary and secondary schools across Melbourne and the whole of Victoria in 2015, there were 313 students eligible for therapy in Catholic schools in the Archdiocese of Melbourne.

    Requests for equipment are available for eligible students who are funded under the categories of physical disability, chronic health impairment, hearing impairment and vision impairment. In 2015, 81 students were provided with equipment that was considered integral to their access and participation at school.

    Nationally Consistent Collection of Data on School Student with Disabilities (NCCD) 

    In 2015, all Catholic schools in the Archdiocese of Melbourne participated in the Nationally Consistent Collection of Data (NCCD). This is an annual data collection that counts the number of school students with disability and the level of reasonable educational adjustment they are provided with. The aim of the national data collection is to collect further information about school students with disability in Australia.

    The information provided through the national data collection will enable all Australian governments to better target support and resources to benefit students with disability. The data will help schools to better support students with disability so that they have the same opportunities for a high quality education as students without disability.

    Abilities Based Learning and Education Support (ABLES)

    The Abilities Based Learning and Education Support (ABLES) program supports the teaching and learning of students with disabilities and additional needs. It provides a suite of curriculum, pedagogy, assessment and reporting resources that assist teachers in recognising and responding to the diverse learning needs of all students, and in assessing and reporting student learning, monitoring student progress and providing accurate intervention advice. In 2015, 71 schools across the Archdiocese of Melbourne used this tool to assess 618 students.

    Gifted Education

    In 2015 professional learning was provided to 1,054 teachers, which involved whole-school sessions, action research and individually tailored consultations. The learning provided to teachers, assisted them to identify the needs of their gifted students and develop appropriate programming to meet their learning needs. 

    A mentoring program was provided to gifted primary students who were matched with a mentor student from a Catholic secondary school to devise particular projects and explore specific areas of interest and passion.  It is an avenue for the provision of enrichment and extension for highly able students.

    The Gifted Think Tank, a group of principals, middle leaders, teachers and Catholic Education Melbourne staff that meet together to plan and coordinate gifted education provision, continued to be a vital source of inspiration and were instrumental in developing a range of initiatives in the gifted area.

    Visible Learning

    The Visible Learning Collaborative Impact Project has involved 20 primary and two secondary schools in the Archdiocese of Melbourne. This is a three-year program that supports schools to embed evidence-based practices to make a significant impact on student outcomes.

    The project assists principals, impact coaches and teachers within the school to use the evidence they have gathered from the Evidence into Action days to inform their teaching, inclusive of the use of clear learning intentions, success criteria and the four levels of effective feedback. 

    Professional learning programs

    2015 Student Learning Needs programs Primary Schools Secondary Schools Total
    Visible Learning Evidence into Action for Leadership Teams 107 13 120
    Building and Developing the Visible learning 112   112
    Feedback that makes learning Visible 66   66
    Nationally Consistent Collection of Data – Briefing 76 29 105
    Collaborative Impact Coach Seminar 30 7 37
    Learning Support Officer Professional Learning 192 40 232
    Looking out Looking in Gifted Symposium 50 12 62
    Student Learning Referral process 2015 114 29 143
    Gifted Twilight Series 43 22 65
    School Wide Positive Behaviour Support 63   63
    MOVAIT Training 37   37
    A Positive Approach to support Student Behaviour 86 1 87
    Support students with Autism Spectrum Disorder (ASD) 35 1 36
    Enhanced Reading Intervention Knowledge (ERIK) 48 2 50
    Phonological Early Reading Instructions (PERI) 83   83
    TOTAL  1,142  156  1,298 

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