Principals’ Update Number 3, 2008

Purpose
To provide a clear understanding of the Schools Plus resource allocation process.

Background work
As each individual Schools Plus application is received a series of processes determine the resource allocation delivered to the school.

Prior to considering the documented plans that have been submitted with any application a series of information checks are performed by the relevant Schools Plus consultant:
• eligibility is confirmed
• the student’s birth date and year level are verified
• the previous resource allocation is checked and noted
• comments and feedback to the school regarding previous applications, if any, are noted
• the number of appeals and resubmissions are checked to verify that the review quota has not already been met.

If the eligibility of the application cannot be verified the school is typically contacted by the Schools Plus consultant to advise of information needed and offer assistance. Applications without completed eligibility confirmation are not considered for resources. Typically the Schools Plus consultant will contact the school if:
• the documentation regarding the student on the Schools Plus database is pre 2006
• the diagnoses on the database is out of date
• incomplete or out of date diagnoses have been submitted
• the diagnosis provided is not completed by the appropriate practitioner
• a Schools Plus Profile is not submitted
• the relevant documented plans have not been provided
• approval from the Director Schools for a student to complete a thirteenth year is not provided or the student has turned 18 years of age in the current year
• the eligibility criteria for placement in an education support school or centre has not been followed

A completed history check on each application provides the Schools Plus consultants with a more detailed picture of the previous priorities, plans and progress of the student.

After these initial procedures are completed the application is stored electronically and made ready for consideration at the next consultant meeting. When an application is considered business rules are applied to ensure consistency and fair and equitable resourcing.

With these considerations in mind the resource allocation process then focuses on the documented plans provided by the school. Only the actual plans being used by the teachers in the classroom are required. Each area of the plans whether behavioural, social or academic are directly compared and contrasted to the levels of adjustment for each dimension outlined in the Schools Plus Handbook on pages 35-45. This process is rigorous and consistently applied.

Allocation of supplementary teacher time
When consultants consider the first three Schools Plus dimensions
1. Curriculum Differentiation;
2. Assessment and Reporting; and
3. Collaboration.
The consultants are looking within the documented plans for how much the plans demonstrate the student is accessing a differentiated curriculum.

They then consider whether this differentiated program as represented in the plans requires a different assessment and reporting format.

Next they look at how often and with how many people collaboration is necessary to implement the program. For example, do teachers need to meet with therapists, visiting teachers or parents once a term, twice a term or annually? The teaching and learning adjustments within these first three dimensions will determine the amount of additional teacher time as represented by the EN number 1-5.

This EN number is reported on the student’s report and once a year is confirmed on the School Staffing Allocation Chart (SSAC). The total amount of EN (supplementary teacher time) for all eligible students is available to view on the SSAC chart throughout the school year.

The student’s Schools Plus report states “base” rather than an EN number this means that no significant curriculum differentiation was recorded in the documented plans submitted by the school and the student will receive the same teacher allocation as his peers.

Allocation education assistant time
A similar process is used to determine the allocation of education assistant time to the school using the remainder of the Schools Plus dimensions
1. Facilitating communication
2. Developing social competency
3. Planning for health care
4. Planning for mobility and conditioning
5. Toileting hygiene management
6. Meal time management
7. Planning for self regulation
8. Developing Resilience and Mental Health

Once again the documented plans are compared and contrasted to the relevant dimension in the Schools Plus Handbook on pages 35-45. If plans submitted are not listed under the same dimension headings as the Handbook then the consultants will carefully indicate which parts of the plan relate to which dimension as they process. For example there are often social competency and self regulation issues addressed within an individual behaviour plan submitted by a school. The Schools Plus consultants will tease out the relevant sections.

While schools act as excellent moderators, contacting Schools Plus when it is felt that a decision is inconsistent or has failed to take into account certain factors, Schools Plus also run both internal and external moderation exercises through out the year to ensure our judgments are consistent.

Modeling the resource allocation process at professional learning sessions has proven to be very popular with participants who value seeing the simulated process in action. Schools Plus also has an open invitation to all schools to attend any of the allocation meetings which occur daily. Since 2006 a range of professionals including school psychologists, visiting teachers and administrators and classroom teachers have observed the Schools Plus team in operation.

If you would like further information, please contact your Schools Plus consultant.

The next update will explore the flexible use of education assistant allocation.

Yours sincerely

JOHN BRIGG
A/DIRECTOR
INCLUSIVE EDUCATION STANDARDS DIRECTORATE