one child one team one plan practice model training for the pilots
TRANSCRIPT
One Child One Team One Plan Practice Model
Training for the Pilots
The Pilots explained
The pilot sites
• Counties Galway and Mayo (32 schools, 7 SCP projects, 22 HSCL Coordinators, 6 EWS staff)
• Clonmel (5 schools, HSCL, SCP and EWS staff)
• East Tallaght (5 schools, 1 SCP, 2 HSCL, 1 EWS)
• Darndale Dublin 17 (2 schools, 1 SCP, 2 HSCL 1 EWS)
• Killenaule (Tipperary) (1 school, HSCL, SCP, EWS)
The pilot sites (Continued)
• Limerick (3 schools, HSCL, SCP, EWS)
• EWS trialing a referral based service throughout the country
• 3 EWS pilots of One Child in Non DEIS areas
Management of the pilots
• CEO
• Pilot Project Steering Group
• SMT member overseeing each of the pilot sites
• Regular audit
• Evaluation
Purpose of the Pilots
To assess:
Whether it can be demonstrated that NEWB service strands can work more effectively together
Whether it can be demonstrated that outcomes for children and families have been enhanced, or whether there is potential for so doing (given a longer time frame to work in)
Whether the practice model can actually deliver on each of its components using the proposed processes and documentation
Audit of records
• Audits at weeks 4, 8 and 12 of the pilot period on both targeted and intensive records and one semi-structured interview with key HSCL, SCP, EWS staff and at least one Principal in each of the pilot sites
• The purpose of the audits is to discover whether key participating staff are adhering to the processes as set out in the One Child operational guidance and to establish the extent to which all aspects of the practice model are being demonstrated through the recording of assessments, interventions and outcomes
Purpose of the Evaluation
To see if the practice model is showing early signs of success or failure, which will determine the need for further implementation, further testing or re-design
To establish if there are improved outcomes for
students (and families) through the implementation of the One Child practice model
To see if the processes adopted in the One Child operational guidance are workable and impactful and can be deemed to be best practice
Q and Aon
Pilots
One Child One Team One Plan Practice Model
Module 1
Vision, Values and the principal aim of NEWB
NEWB: The Vision
The vision is to provide excellent services through a “One Child” approach. This will enable children to experience the NEWB strands (where they work together) in a seamless and consistent way (whoever is providing the service) so that they can be helped to take full advantage from the education system and, hopefully, reach their potential.
We put children at the centre of everything we do
We focus on children’s education and through our services improve their potential for learning and well-being
We support staff and nurture their potential
We work with high performing teams who, through good quality leadership and management, are focused on improved outcomes for children
We respond to need in a considered and proportionate manner
We aim to work in an integrated way with our educational partners
We use evidence from research and best practice to develop our services
NEWB Core Shared Values
We work in partnershipwith other providerswhich strengthens the delivery of our services
We have respect for childrenand families, embracing fairness and difference to promote equality
We seek to develop solutions by working in partnership with parents, children, young people and families
We work together towards excellence and quality withintegrity and mutual respect
The principal aim of NEWB
Maximising
Attendance Participation and Retention
QUIZ – Module 1
Question True False
1. NEWB has a vision to provide excellent services
2. The core shared values put parents at the centre of everything we do
3. NEWB’s principal aim is to maximise attendance
4. One of our key values is to work in partnership with parents and children
5. Attendance has declined over the years
6. There has been an improvement in mathematics and reading levels for students at all levels
7. There were less than 10,000 suspensions in the last year that records were kept
8. Early school leavers has dropped since 2004
9. The number of male students staying in secondary school has stayed roughly the same over the past 8 years
QUIZ – Module 1
Question True False
1. NEWB has a vision to provide excellent services √2. The core shared values put parents at the centre of everything we do √3. NEWB’s principal aim is to maximise attendance √4. One of our key values is to work in partnership with parents and
children√
5. Attendance has declined over the years √
6. There has been an improvement in mathematics and reading levels for students at all levels
√
7. There were less than 10,000 suspensions in the last year that records were kept
√
8. Early school leavers has dropped since 2004 √9. The number of male students staying in secondary school has stayed
roughly the same over the past 8 years√
Q and Aon
Module 1
One Child Practice Model
Module 2
The 9 key components of the practice model
We put childrenat the centre of
everything we do
Component 1
Component 2
The Intervention continuum
Intervene proportionately to move children to the left
Schools and the School Community
Educational Welfare Service In all Schools
Home School Community Liaison
School Completion Programme And additionally in DEIS Schools
Encourage – Support – Reward – Advise – Influence – Encourage – Support – Reward – Advise – Influence Advocate – Contract – Pressure – Warn – Enforce
One Child, One Team, One Plan: The Intervention ContinuumAttendance, Participation and Retention
Component 3
A Referral/request for service
Component 4
The use of a problem-solving framework:
Understand – Plan – Do – Review
Component 5
The use of a 4 Dimensional model to understand the needs of children and families for intensive
service provision
Component 6
The provision of support and interventions to meet assessed need
Component 7
The use of an outcomes framework to assess the success or otherwise of the support or
interventions provided
Component 8
Recording proportionate to the interventions provided
Component 9
Lead Worker
All of these components make up
The One Child Practice Model
QUIZ – Module 2
Question True False
1. NEWB services are provided at 4 levels of intervention
2. A completed referral form is needed prior to an assessment for intensive intervention
3. Only intensive interventions are subject to the problem solving framework Understand – Plan – Do – Review
4. There is a 4 dimensional model for the assessment of needs
5. The outcomes framework will not be used for targeted interventions
6. Recording for targeted interventions will be much less involved than for intensive interventions
7. A lead worker approach is compulsory when more than one service strand is working with the same family
QUIZ – Module 2
Question True False
1. NEWB services are provided at 4 levels of intervention √2. A completed referral form is needed prior to an assessment for
intensive intervention√
3. Only intensive interventions are subject to the problem solving framework Understand – Plan – Do – Review
√
4. There is a 4 dimensional model for the assessment of needs √
5. The outcomes framework will not be used for targeted interventions √
6. Recording for targeted interventions will be much less involved than for intensive interventions
√
7. A lead worker approach is compulsory when more than one service strand is working with the same family
√
Q and Aon
Module 2
One Child Practice Model
Module 3
Support for SOME
The Operational Guidance
Who provides
Support for SOME?
Targeted Interventions
The term targeted intervention is used where NEWB strand staff become involved with individually named children and families where the presenting problem is likely to be resolved with either a one off piece of work which will help to solve the problems identified or time limited focussed support.
Being on a ‘targeted list’ is the entry point for those requiring targeted support or interventions. Once a student joins the Targeted List and work begins with a NEWB strand, he/she becomes the subject of a Targeted Work Record, i.e. a summary of what targeted interventions have been provided. .
For the One Child pilots
Targeted interventions
will focus only on those children
who reach the threshold for ‘major concerns’
How a student enters the Targeted Work Record
1. Someone (most likely a member of school staff but could
be a parent or sometimes a student him/herself) has identified that Student (S) has additional/unmet educational welfare needs beyond the capacity of universal or preventative interventions (Support for ALL) to resolve. The concern here is ‘growing’
2. The person with the concern brings this, in the first
instance, to the attention of the designated EWO (or in DEIS schools to HSCL and/or SCP coordinator) who will open a Targeted Work Record
3. An early task is to summarise the difficulty on the first sheet of the targeted work record. This can be done either by the person with the concern or by the EWO (or in DEIS schools by the HSCL or SCP Co-ordinator)
4. If the EWO (or in DEIS schools HSCL and/or SCP coordinator) considers that this additional/unmet need is the within the remit of the NEWB service strands then s/he adds S’s name to the Targeted List for discussion at the next APR ‘meeting’ (see below)
5. Where the information received is incomplete then the relevant NEWB service strand will source whatever information is required to assist them to reach as full as possible a picture of the factors that give rise to the identified difficulty/unmet need
6. If it is considered that the unmet need is within the remit of the NEWB, a Unique Identifying Number (UIN) is created made up of the school roll number + the initials of the name + date of birth. A Targeted Work Record (TWR) is begun for that student
7. Where it is evident that a student’s need is wholly or partly
outside the remit of the NEWB, this will be noted on the TWR and steps taken at school level to seek appropriate avenues of assistance that might be more relevant.
The Understand – Plan – Do – Review Cycle
Support for SOME
Understand
Identifying Needs
The threshold is reached for referral for a Meitheal
When the student/their family have needs (in addition to the educational welfare needs) in the following categories and it is clear that a multi-agency response is needed:
a. Housing, employment and financeb. Parental health or mental health problems which impact
on the child’s development and well-beingc. Child’s health or mental health problems that have an
impact on their development and well-being issues d. Substance misuse that impacts on the child’s health and
developmente. A child’s self care and independencef. Risk taking behaviourg. Children involved in anti-social behaviour, low level
offending
The threshold for referral due to Child Welfare and Child Protection concerns
Making a referral for child welfare concerns is recommended if other needs in addition to educational welfare needs emerge where it is clear that a social work/ multi-agency response is needed.
The Plan
Getting the One Team in place
The Plan
Identifying planned outcomesand
who does what when
The Plan
The potential for identifying a lead worker
What is an outcome?
An outcome is a measurable result from an action or activity (intervention) designed to bring aboutsome change
No Outcomes for childrenC 1 Improvement in punctuality (A)C 2 Improvement in attendance (A)C 3 Reduction in suspensions (A)C 4 Preventing expulsions (A)C 5 Improvement in readiness to learn (P)C 6 Improvement in behaviour (P)C 7 Reduction in bullying others (P)C 8 Reduction in withdrawn and non-engaged behaviour (P)C 9 Improvement in social interaction with peers/staff (P)
C 10 Improvement in self-esteem and emotional awareness (P)C 11 Improvement in test scores and attainment levels (P)C 12 Attendance at agreed clubs or groups (P)
C 13 Home Tuition being provided (P)C 14 Access to and use of additional services e.g. alcohol/drugs services (P)C 15 Successful transition from home to first school place (R)C 16 Transfer from class to class successful (R)
C 17 Transfer from primary to post primary successful (R)C 18 Mainstream education placement secured after alternative placement (R)C 19 Child moved to alternative educational setting (R)
C 20 School place secured for a child who has none (R)C 21 Sitting the Junior or Leaving Certificate exams (R)C 21 Other
No Outcomes for ParentsP1 Ensuring that child attends school punctually and regularly
(A) P2 Responding to a monitoring letter in a positive way (A)
P3 Responding to a SAN in a positive way (A)
P4 Responding to a summons in a positive way (A)
P5 Trust developed which improves relationships between home and school and greater engagement which impacts positively on the child (P)
P6 Gaining increased knowledge and skills, by attendance at courses and completion of same, receiving completion of course certificates (P)
P7 Reaching targets or goals set, being accredited for attaining levels of competence in Maths and English (and other courses), by attending or participating in courses or groups (P)
P8 Improvement in self-esteem and sense of role which enables: friendships to flourish and improved engagement with the school; greater involvement in and supporting their child’s education and learning; dialogue around child’s progress with teacher; monitoring child’s work; assisting with child’s homework; attendance at P/T meetings (P)
P9 Reaching targets or goals set, being accredited for attaining levels of competence in Maths and English (and other courses), by attending or participating in courses or groups (PDG)
P10 Being involved as a resource in the classroom supporting literacy, numeracy and other curricula areas (PDG)
P11 Being involved in developing school policies: codes of behaviour; attendance; anti-bullying and in curricula planning (PDG)
P12 Offering parent to parent support (PDG)
Do
Implementing the plan
Review
rationale, preparation,involvement of students and parents
Review
Decisions and monitoring outcomes,
Where the child
has no school place
QUIZ – Module 3
Question True False
1. Being provided with targeted interventions from NEWB service strands is the same as being on a targeted list
2. If child welfare or child protection concerns become apparent a referral should be made to social work services
3. Assessing needs for targeted interventions is a complicated process
4. Up to 5 outcomes can be chosen for children and up to 3 for parents
5. A Lead Worker is always chosen for targeted interventions
6. The Day to Day Record Sheet is used to record actions or events that have occurred. By this means others in ‘the team’ can be up-dated
7. A Student’s progress should be measured by ‘distance travelled’ from the baseline determined in the planning stage
QUIZ – Module 3
Question True False
1. Being provided with targeted interventions from NEWB service strands is the same as being on a targeted list
√
2. If child welfare or child protection concerns become apparent a referral should be made to social work services
√
3. Assessing needs for targeted interventions is a complicated process √4. Up to 5 outcomes can be chosen for children and up to 3 for parents √
5. A Lead Worker is always chosen for targeted interventions √
6. The Day to Day Record Sheet is used to record actions or events that have occurred. By this means others in ‘the team’ can be up-dated
√
7. A Student’s progress should be measured by ‘distance travelled’ from the baseline determined in the planning stage
√
Q and Aon
Module 3
One Child Practice Model
Module 4
Support for FEW
The Operational Guidance
It starts with a Referral
The
Understand – Plan – Do – Review
Cycle
Support for FEW
Understand(Stage 1)
Plan (Stage 2)
Do(Stage 3)
Review(Stage 4)
Child Focussed Interventions
NEWB approach to providing support
Participation of students and Families
• Actively encourage and enable participation• ‘Done with, not done to’• Be as un-intrusive as possible, minimise the numbers of
people working directly with the child/family• Treat the interview as a forum for change• Learn what the recipient wants• Focus on creating small changes• Offer choices• Avoid creating stigma• Remember the role that is (could be) played by parents who
do not live with their children• Respect children and their families as people worth doing
business with• Recognise that cooperation and the provision of welfare is
possible even where enforcement is necessary
Participation activities will include:
• Provision of verbal information and written information
• Opportunities to express their views and have these recorded
• Being encouraged to participate in planning meetings and at
subsequent reviews
• Identification of strengths within families as well as areas where
further help may be needed
• Early identification of any special needs of the child or relevant family
members to enable any support needs to be addressed, such as
interpreting, advocacy etc.
• Careful selection of assessment tools, methods and approaches that
will aid participation
Understand(Stage 1)
What is the presenting problem?
Questions to poseIs it do with the child himself?Is it to do with the family?Is it to do with the school?
Questions to poseWhat are the barriers to attendance?What are the barriers to participation?What are the risks to retention?
What does the child (and the family)
say about the problem
What are thechild’s strengths?
Who couldsupport the Child?
What is the analysisof the problem and thepotential solution
Understanding: an Assessment
• Objective: bring together and analyse information to understand the factors that prevent the child getting the most from their education
• When: For all intensive interventions
• Presenting issue: is it to do with attendance/participation and engagement or retention?
• Reasons for the presenting problem: has it to do with the child him/herself, with the family/with the school?
• Recorded on Part C of NEWB Service Provision Record
Some guidance on assessment
Aids to understanding
• Explore areas around the immediate concern, look behind the
presenting issues• From the emerging information, a hypothesis may develop that starts
to explain the barriers experienced by the child. This should be
checked out/verified with others • If there are discrepancies in accounts given by different people
consider the reasons why it might be so• In the analysis, draw on theories and research evidence, i.e. on
attachment, separation anxiety, the impact on young people with
caring responsibilities etc. • The analysis of the information gathered requires an evaluation to be
made. The impact of the factors that have a bearing on attendance,
participation and retention should be weighed up and initial
conclusions reached• In the overall conclusions identify the plan: what changes are wanted,
how change can happen and what actions need to be taken
Assessment: Dimension 1
The child: The child’s views should always be sought. Consideration should be given to the best setting for this to happen i.e. school/home. Also, who should be present: parent, teacher, advocate or, where appropriate, the child alone with parental consent. These decisions will depend in part on the age/cognitive ability of the child. The child’s view about what are the barriers to attendance, participation or retention needs to be listened to carefully to establish how those barriers may be overcome. The approach should be one of non-blame, but at the same time establishing what needs to happen to alter the presenting situation. It should be noted that the reasons for non- attendance/participation will be unique to the child being considered but will probably be able to be categorised as: social, emotional, behavioural, motivational, illness-related, fear or phobia, lack of role model and maybe others as well. It is important to identify all the positive factors, resilience and strengths also on which the plan will be able to build.
Assessment: Dimension 2
The child in the family: It is important to establish the pattern of attendance/participation/retention of other siblings in the household and the parents’ views on education and learning generally and, more specifically, their views on the school attendance/participation of the child in question.
Other elements when thinking about the family could include: family functioning; the mental health or learning disability of the parent(s), alcohol or substance use/misuse; domestic violence; concerns about the safety/protection of the child; sick or disabled siblings etc. and how such things impact upon the child’s attendance/participation (if such information is available). It might be that a specialist assessment will be needed The consideration should also consider the capacity and motivation of the parent(s) to follow through any agreed plan to improve attendance.
The child in education: Information about this dimension will mostly come from school staff but parents and the child may also make a contribution. The information provided could cover: educational attainment and ability; relationships with teachers, other staff and peers; particular subject interests or talent; specific learning challenges; out of school activities and hobbies. It could also consider the impact of bullying (if any) on the child, travel to school issues etc. Establishing exactly what has been done by school staff to try to maintain attendance by the child will inform the assessment, specifically those methods which have been seen to bring some results, should be highlighted.
Assessment: Dimension 3
The social context within which a child lives can play a major part in his/her functioning at school. The assessment may identify resources that can be tapped to promote and support education. For the most vulnerable children and families the seemingly intractable nature and severe level of difficulty faced means that single agency responses are less likely to be effective. The synergy of agencies working in partnership provides the foundation to vigorously address the problems faced and achieve lasting change. It will be necessary to explore with a family what support they received and any gaps. Some families will be unaware of full range of services from other agencies and community organisations on offer and will benefit from being guided as to how to access such resources.
Assessment: Dimension 4
Referrals for Child Welfare or Child Protection concerns
Guidance
Plan(Stage 2)
Questions to poseIs it practical support?Is it social/emotional support?Is it behavioural support?Is it academic support?
Who will do what?How will it be done?When will it start? List the
interventions
Set the Outcomes
which are to bemet
How will theybe monitored
Agree Lead worker
The Plan
Developing a cohesive, well co-ordinated and structured plan can make a real difference to students who are facing difficult and complex situations in their personal, home and school life. In some instances the plan will relate to a single strand’s interventions, in others – all 3 strands could be involved and in yet others there could be several additional agencies providing support as part of the plan.
The PlanNEWB plans are tailor-made to fit the individual needs of each Student.
The NEWB service strand member, who received the referral ad undertaken the assessment, identifies (from the nature of the difficulty) those in the local network, both inside school and externally, necessary to resolve the problem.
These people make up the ‘One Team’; hand-picked to all work together to address the difficulties by their combined, concerted effort. The Plan should be devised with the contribution of the Student and his/her parents as, without their involvement and/or agreement, the plan is less likely to succeed. They become part of the ‘One Team’.
It is recognised that one person from the team may play a greater role because the nature of the problem steers that way or because of others factors.
The Lead Worker
An explanation
Agreeing the Plan
The Plan can be developed at any forum where this is appropriate, i.e. Care Team, APR ‘Meeting’ etc. They need to be suitable if the student and his/her parents are to be included.
A NEWB Conference (NC) places the contribution of the student and parents centrally and has proved very beneficial and is the preferred means of creating the Plan. They are scheduled and facilitated by the NEWB.
To support the scheduling of NEWB Conferences (NCs) a number of template letters should be completed.
The Plan should be recorded on Part D
What is an outcome?
An outcome is a measurable result from an action or activity (intervention) designed to bring aboutsome change
Outcomes and Activities: the difference
A child attending 6 sessions of a homework club is taking part in an activity. If, however as a result of the activity a child hands in homework on time to an acceptable standard – this is an outcome. If previously, homework was not done either at all or to a very poor standard, the outcome can also represent distance travelled from a baseline
Outcomes are set during the planning stage of intensive Interventions. They need to take account of what has been stated in the referral and what has been revealed through the assessment. Often, the choosing of one outcome from the standard list will be sufficient but, if not, it is recommended that no more than 5 outcomes are chosen. Because NEWB is trying to standardise practice, it is recommended in the first instance, that only those provided in the list are used. The list will be reviewed as part of the on-going evaluation of the practice model. The outcomes to be achieved will almost always represent distance to be travelled; “improvement in” or “reduction in” (i.e. the target). It is expected therefore that a baseline measurement is taken and the expected improvement or reduction agreed with the student and/or parent as part of the plan.
Setting Outcomes
No Outcomes for childrenC 1 Improvement in punctuality (A)C 2 Improvement in attendance (A)C 3 Reduction in suspensions (A)C 4 Preventing expulsions (A)C 5 Improvement in readiness to learn (P)C 6 Improvement in behaviour (P)C 7 Reduction in bullying others (P)C 8 Reduction in withdrawn and non-engaged behaviour (P)C 9 Improvement in social interaction with peers/staff (P)
C 10 Improvement in self-esteem and emotional awareness (P)C 11 Improvement in test scores and attainment levels (P)C 12 Attendance at agreed clubs or groups (P)
C 13 Home Tuition being provided (P)C 14 Access to and use of additional services e.g. alcohol/drugs services (P)C 15 Successful transition from home to first school place (R)C 16 Transfer from class to class successful (R)
C 17 Transfer from primary to post primary successful (R)C 18 Mainstream education placement secured after alternative placement (R)C 19 Child moved to alternative educational setting (R)
C 20 School place secured for a child who has none (R)C 21 Sitting the Junior or Leaving Certificate exams (R)C 21 Other
NoOutcomes for parents
P 1 Responding to 1-1 support/intervention in a positive way (attendance improved)
P 2 Responding to a monitoring letter in a positive way (attendance improved)
P 3 Responding to a SAN in a positive way (attendance improved)
P 4 Responding to a summons in a positive way (attendance improved)
In summary, the plan should define: Is it practical support? Is it social/emotional support? Is it behavioral support? Is it academic support? Who will do what? How will it be done? When will it start? How will it be monitored? What are the intended outcomes?
The Plan for intervention is agreed and will include:
Overall objective of the plan for the student/parent in question
Target outcomes (5 maximum for student, and 4 maximum for parents)
Proposed interventions Those staff responsible for Interventions When interventions should start and be
reviewed Lead worker
Do(Stage 3)
Provide the interventionsagreed
EnsuresInput fromcolleagues
Records kept
Lead workermonitors progress
Keeps all relevantothers informed
Some Examples of Intensive Interventions
Review(Stage 4)
Questions to be askedHave the services agreed beenprovidedHave the outcomes been metHas the problem been resolvedIs there a need for further interventionWhat action is neededWho needs to be involvedWhen is the next review date
Interventionfinished – back toUniversal/preventative
Further plan to be drawn up
Interventions agreedLead worker
appointed
Support provided
NEWB Review Conference (NRC)
Recording outcomes achieved
During every review the staff member responsible is required to record distance travelled in respect of the outcomes chosen at the planning stage. Logging the success or otherwise of the outcomes at review is done by clicking one of three boxes in the drop down selection: not achieved; partially achieved; fully achieved.
Review of serious non attendance
• Reviews at 8, 16 and 24 weeks
• If open at 24 weeks:– Close the case– Issue a School Attendance Notice (SAN) – Issue court proceedings– Seek permission not to prosecute (this would usually be
because of mitigating factors, such as, illness, family bereavement, child protection concerns, medical condition etc)
– In very exceptional circumstances, for the case to remain open where this is deemed to be appropriate
Factors that may indicate the need for legal action
• The parents avoid contact with EWS staff and do not respond to the plan, letters or invitations to meetings
• EWS have tried a number of different approaches to engagement with no success
• Parents decline to work in partnership or to co-operate with the agreed intervention for their child
• Parents are openly hostile and /or verbally aggressive towards EWS staff and it proves impossible to engage them in any further positive action or intervention for their child
• It is deemed to be in the best interests of the child/young person
• It is believed that the parent is capable of doing more to enable the child to attend
The review will decide on 1 of 6 options selected from the list below:
Need met, cease intensive intervention, move back to targeted/ preventative/universal support
Successful, continue support for longer Not working, give it more time Not working, re-think plan Not working, escalate to approach for
students with serious attendance issues (see next slide)
Other
Moving down the continuum from Intensive Interventions
toTargeted, Universal/Preventative
or cessation
Recording in the
Understand – Plan – Do – Review
cycle
Overarching principles of recording
The purpose of recording
QUIZ – Module 4
Question True False
1. It is not always necessary to have a referral to start an intensive intervention
2. Children and families are always encouraged to participate in the understand plan do review cycle
3. It is essential to discover the child’s strengths and who is around to offer support
4. An NEWB written assessment is undertaken only when it is thought that an Intensive Intervention will be needed
5. NEWB can offer an intensive intervention only if agreed by a principal
6. NEWB offers a 3 dimensional assessment of a child
7. The assessment is focused on and will identify barriers to attendance, participation and retention
8. Processes are in place for referring on both child welfare and child protection concerns
9. The Plan can only be developed at the NEWB Conference (NC)
QUIZ – Module 4
Question True False
1. It is not always necessary to have a referral to start an intensive intervention
√
2. Children and families are always encouraged to participate in the understand plan do review cycle
√
3. It is essential to discover the child’s strengths and who is around to offer support
√
4. An NEWB written assessment is undertaken only when it is thought that an Intensive Intervention will be needed
√
5. NEWB can offer an intensive intervention only if agreed by a principal √
6. NEWB offers a 3 dimensional assessment of a child √7. The assessment is focused on and will identify barriers to attendance,
participation and retention √
8. Processes are in place for referring on both child welfare and child protection concerns
√
9. The Plan can only be developed at the NEWB Conference (NC) √
QUIZ – Module 4 (Continued)
Question True False
10. An outcome is a measurable result from an activity
11. Outcomes can be set in any part of the understand plan do review cycle
12. It is not possible to set baselines for outcome measurement
13. Once the outcomes have been agreed in the plan, the interventions can be chosen to ensure that the outcomes are met
14. It is the responsibility of all those individuals and/or agencies listed in the plan to ensure that they carry out the actions agreed
15. The provision of intensive interventions is subject to active monitoring via a review process
16. The review rarely considers whether an intervention should be stopped
17. The review always considers distance travelled from the baseline
18. In the case of serious non-attendance an EWO will be responsible for managing the interventions as the Lead worker
QUIZ – Module 4 (Continued)
Question True False
10. An outcome is a measurable result from an activity √11. Outcomes can be set in any part of the understand plan do review
cycle√
12. It is not possible to set baselines for outcome measurement √13. Once the outcomes have been agreed in the plan, the interventions can
be chosen to ensure that the outcomes are met√
14. It is the responsibility of all those individuals and/or agencies listed in the plan to ensure that they carry out the actions agreed
√
15. The provision of intensive interventions is subject to active monitoring via a review process
√
16. The review rarely considers whether an intervention should be stopped √17. The review always considers distance travelled from the baseline √18. In the case of serious non-attendance an EWO will be responsible for
managing the interventions as the Lead worker√
Q and Aon
Module 4
One Child Practice Model
Module 5
Data security and data protection
Data Protection Law
Slides provided by:Catherine AllenPartner, Mason Hayes & Curran
102
Data Protection Basics
• Key definitions
• The Eight Data Protection Principles (incl. video)
• The Conditions for Processing
• Data Protection and the OCOTOP Model
• Data Security
• Subject Access Requests & Email
• Anti-virus software
• Q&A103
Key Definitions:
104
• “personal data”/ “data subject”
• “relevant filing system” – the temp test
Key Definitions:
105
• “processing”
• “data controller” / “data processor”
Key Definitions:
106
• “sensitive personal data”
Data Protection Principles
1. Obtain and process personal data fairly and lawfully
2. Keep it only for one or more specified purposes
3. Process it only in ways compatible with the purposes for which it was given to you originally
4. Keep it safe and secure
107
Data Protection Principles
5. Keep it accurate and up-to-date
6. Ensure it is adequate, relevant and not excessive
7. Retain it no longer than is necessary for the specified purposes or purposes
8. Give a copy of his/her personal data to any individual, on request
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Conditions for Processing• Different conditions for sensitive and non-
sensitive personal data
• Non-sensitive personal data:• Consent of the data subject• Contractual necessity• Non-contractual legal obligation of data
controller• Vital interests of the data subject• Functions of a public nature• Legitimate interests of the data controller
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Conditions for Processing• Sensitive personal data:
• Explicit consent of the data subject• Compliance with employment law obligations• Vital interests of the data subject• Processing by a not-for-profit organisation• Information made public by the data subject• Public functions (administration of justice, etc.)• Legal advice and establishing/defending legal rights• Medical purposes• Statistical compilation and analysis• Legitimate political activities• Substantial public interest (Regulations only)• Taxation• Benefits, pensions, assistance and allowances
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Data Protection and the Practice Model• Why do I need to sign a data processing
deed?
• With whom can I share data?
• When are there restrictions on sharing data?
• When are there no restrictions on sharing data?
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Data Security
Data Security:
• What do I have to do to keep the data under my control secure?
• What should I do if I lose personal data?
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Subject Access Requests & Email- What is a subject access request?
- What do I do if I receive one?
- What do I do if the NEWB (or school) receives one?
- What else should I think about?
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Safe Practice
Helpful hints on safe practice
• The sending of emails
• Password protecting
• Anti-Virus firewalls and spyware
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QUIZ – Module 5
Question True False
1. The Data Protection Acts only apply to records held on computer.
2. I can store my records using Dropbox.
3. I can share information about child safeguarding concerns with the HSE/Gardaí without restriction.
4. All data breaches must be reported immediately to the NEWB.
5. I should change my computer password regularly.
6. I should always lock my computer screen when I am away from my desk.
7. It is a good idea to store records indefinitely, in case they are needed.
8. I can share information about a child with Barnardos.
9. Emails that I send in a work context are always completely private.
QUIZ – Module 5
Question True False
1. The Data Protection Acts only apply to records held on computer. √2. I can store my records using Dropbox. √3. I can share information about child safeguarding concerns with the
HSE/Gardaí without restriction.√
4. All data breaches must be reported immediately to the NEWB. √
5. I should change my computer password regularly. √
6. I should always lock my computer screen when I am away from my desk.
√
7. It is a good idea to store records indefinitely, in case they are needed. √
8. I can share information about a child with Barnardos. √
9. Emails that I send in a work context are always completely private. √
Q and Aon
Module 4