“opening the gates” an integrated model at doveton college july 2011 bretton new, executive...
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“Opening the Gates”
An integrated model at Doveton College
July 2011
Bretton New, Executive PrincipalJune McLoughlin, Director Family and Children’s Services
Background• In September 2009, Doveton Heights Primary
School, Doveton North Primary School, Eumemmerring Primary School and Endeavour Hills Secondary College agreed to establish the Doveton Learning Centre, a birth to year 9 community learning centre
• The new College is located on the Doveton Heights Primary School site
• Doveton Heights Primary School and Doveton North Primary School officially merged on 1 January 2010 to form the Doveton Primary School.
Background
• Commonwealth government• State government• Coleman Foundation
• First social-government partnership of its type in Victoria
Background
• Early Childhood & P-6 opening January 2012 • Years 7-9 January 2013
• $A32 million for build has been allocated by the state and federal governments and the Colman Foundation
• Projected enrolment of 900 children
• Focus on early intervention - integrated early years and school facilities and services
Doveton College
Colman Foundation Investment – Birth to age 8
Colman Foundation Involvement
Prep to Year 9 School
Integrated Family and Children's
Centre
Year 10,11,12 at Hallam SC orDandenong HS
Single Governance Model
Why Doveton?Demographics• Significant disadvantage – in lowest quintile in Victoria • High mobility 12.5%• 30% less than 20 years of age• 2,500 families – 70% with children• 30% of population attained year 12 education level• Less than 4% degree level qualifications• Approx 12% unemployed & 14% in full employment• Approx 75% health care card holders• 48 different languages
Why Doveton?Australian Early Development Index dataDoveton 32.4% developmentally vulnerable on one or more domains (10%
nationally)21% developmentally vulnerable on two or more domains (3%
nationally)Eumemmerring 55% developmentally vulnerable on one or more domains (10%
nationally)35% developmentally vulnerable on two or more domains (3%
nationally)
SEHQ data 2010 – parent concerns• 40% LOTE • 4% Indigenous • 31% Asthma • 31% General Health concern • 33% ongoing health issues • 20% dental concerns • 38% speech concerns• 82% required a vision screen• 96% PEDs identified concern • 27% identified on the SDQ as a concern• 38% family issues
NAPLAN data 2009For children attending schools in Doveton and surrounding areas:•They are consistently performing significantly poorer than the Victorian average•There are far higher proportions of children performing below the expected level•There are far lower proportions of children at or above expected levels•These trends follow across the age continuum
NAPLAN data 2009
• Some examples from NAPLAN outcomes highlight the challenges in Doveton and Eumemmerring:
• 58% of year 3 and 70% of year 5’s are below the expected level in reading compared to the state average 4% of year 3 and 5% of year fives
• 74% of year 7 and 84% of year 9 students are below the expected level in numeracy compared to 3% of their Victorian peers
Initial local research - CCCH
• Early childhood reference group
• Extensive community consultation
• Local service mapping
• Draft outcomes framework
• Draft evaluation methodology
What is the community data telling us? ……………………….Barriers to Learning
• Poor health and well being• Parental capacity – low parenting skills• Lack of safe secure home environment• Child protection issues• Drug, alcohol, family violence, mental issues within the family• Intergenerational poverty• Lack of resources/role models• Lack of stable housing• Unemployment • Disability or developmental delay• Education program not addressing need
The existing early childhood service system…
• High numbers of families with complex needs – often beyond the capability of any single service
• Demand for support greater than services available• Lack of information and clear referral pathways• Lack of availability of ongoing intensive support for
families• Lack of service coordination resulting in families
having difficulty accessing services they need• Poor linkages between early years services and
schools
The existing school system…
•Based on traditional teaching methods•Low literacy and numeracy levels•Poor attendance – low retention rates•Lack of parental involvement in the school curriculum and other activity •Parents don’t feel welcome in the classroom •Poor physical environments•Poor linkages between schools and other services
Our Goal…
Making good teaching happen for every child, every day, in every classroom, is the single most important means by which schools can deliver on their promise to enable all children to learn and achieve at high levels
Robert Peterkin,
Harvard Graduate School of Education Institute Co-chair
Our Aims......
1. Serve and engage an entire neighbourhoodEngaging an entire neighbourhood helps to achieve
three goals:a) it reaches children in numbers significant enough to
affect the culture of a communityb) it transforms the physical and social environments
that impact on children's developmentc) it creates programs at a scale large enough to meet
the local need
Our Aims.....
2. Create a network of support A network of support developed through a school ofexcellence linked to local service providers can provide: • uninterrupted support for children's healthy growth, starting
with prenatal programs for parents and finishing when young people go on to further education, training or employment.
• additional programs that support families in not only raising their children but also in their own educational and employment opportunities
Our Aims.....
3. Work to build community among residents, institutions and stakeholders who help to create the environment necessary for children's healthy growth and development and families participation in education and work.
Our Aims.....
4. Evaluate program outcomes so that what we are doing is open and transparent and every success or failure teaches us how to do it better.
5. Develop and support a culture of success rooted in passion, accountability, leadership and teamwork.
(based on TFD)
Expected Outcomes…Children• Our children are ready and able to benefit from age-appropriate learning
and social opportunities Families• Our families are able to meet the health, social, emotional and learning
needs of all family members Services • Our child and family services actively support families and children in an
integrated fashion, delivers high quality evidence based programs and is ready for children and families
Community• Our community members are connected to local services and facilities that
meet their diverse needs
Service ModelGovernance structure
• Doveton College Council - the leadership group which has responsibility for setting the strategic intent of the new facility, determining key partners, developing a shared and unifying vision and underpinning values, undertaking joint planning and identifying service partners. School Council members include parents, the Coleman Foundation, the Executive Principal, Director Family and Children's Services and a representative from the City of Casey.
• Local Practitioners Advisory Group - providing structured opportunities for practitioners to come together and meet, share information and undertake professional development.
• Parent Advisory Group - ongoing involvement of and partnership with families through their participation in the PAG, as well as formal representation on committees, service user feedback, satisfaction surveys and consultation in ongoing planning and development of activities.
Service Model
Three delivery components:
• services that will be permanently located at the College• services which are partners and operate from the College on a
sessional or occasional basis • services which are partners of Doveton College but do not
conduct their operations on site.
All services within the model are expected to contribute to and subscribe to a shared vision, establish partnerships with one another and create effective referral pathways within and between each participating agency. The aim is for all involved to work together in meaningful ways, to improve outcomes for children and families.
Service Model
Key components• recognition of learning support, including the early years, as an
integral part of the school infrastructure, including space, staffing and budget allocations for its maintenance and growth
• an on-campus high quality early learning program, supported playgroups, early literacy and other specific programs with an early years focus
• adult education on campus and additional adult education opportunities at community sites and through distance learning
• availability of Centrelink staff to discuss education, employment opportunities as well as family payments and entitlements.
Service ModelKey components
•establishment of a partnership with the local Community Health Service and Early Childhood Intervention provider to deliver on-site health and well being services from vaccinations, general well being consultations, therapy and other early childhood intervention programs
•various allied health services will be available as well as the opportunity for students and families to make appointments with a social worker or a special education psychologist
•transition support services which aim to ease the difficulty of starting school for parents and children. New students and parents are given welcome packs and an official welcome and orientation
Service ModelKey components
• mental health services provided by partners• an integrated and shared case management system, including a
collaborative referral review process• strong community outreach, including parent and community
volunteers • after-school tutoring programs• extension of opening times for the school beyond the normal
school day including evenings and weekends
The future role of schools…• ..the role of schools becomes that of helping children to
navigate their way through a range of learning resources and problem solving tasks, to identify and develop their competences across a variety of areas and to develop an attitude to learning that is active and ongoing throughout life
• become more of a community learning centre than a place separating children from the world of adults and the wider community
• schools are integral to the process of linking the future because they are the central bastion of ‘place’, neighbourhood, a sense of grounded identity.
(Don Edgar, Centre for Family Studies 2001)
Doveton College Learning Charter
The purpose of education is to equip children and young people with the capacities to manage themselves and relationships with others, understand the world and act effectively in that world. The aim is to prepare them for success in education, work and life.
(based on) Victorian Essential Learning Standards Overview document
Personalising Learning…
Personalising Learning ensures every student’s education is structured and tailored to their needs so as to support high levels of student engagement and attainment.Personalising Learning is a series of practices that collectively recognise and promote individual student growth and attainment within a common curriculum program. Personalising learning is a student centred approach that responds to the needs of today’s learner.
Personalising Education, DEECD, 2007
What this will mean at Doveton College…
• Curriculum decision making is informed by the context, setting and cultural diversity of the families and the community.
• The program for each child takes into account their strengths, capabilities, culture, interests and experiences
• Every child is supported to participate in the program. • Each child’s learning and development is assessed as part of an
ongoing cycle of planning, documenting and evaluating children’s learning.
• Critical reflection and evaluation of children’s learning and development, both as individuals and in groups, is used as a primary source of information for planning and to improve the effectiveness of the program and teaching strategies.
Educational delivery model
• Multi – age groupings from 3 year old kindergarten to year 9
• Teacher as facilitator of learning• Teacher maintained with same group of children
over several years• Learning project based on individual child’s interest
The big challenge is for systems like education to work
out how to learn for themselves. If the goal is equity as well as excellence, they must learn how to meet the needs of people they have never successfully served, as well as operate at the leading edge of pedagogical and organisation innovation…
David Hargreaves
Bretton New, Executive Principal
Doveton College [email protected]
Mobile: 0419 898 663
June McLoughlin, Director Family and Children’s Services Doveton College [email protected] Mobile: 0407 871 514