Welcome Message: At Charleville State School teams warmly welcomes you

back to Term 4 – we trust that you have enjoyed your Spring break. The explicit im-

provement agenda is Reading in all learning areas. Our target

is to read, write, speak and listen in every lesson every day.

Our priority include the success and wellbeing for all children

and students through each stage of learning in an inclusive ed-

ucation system.

We have a Term 4 Challenge for you to contemplate…

What has worked this

year? Why?

What could I have done

differently?

Have I ‘always done my

best’?

Mental Health Week 10 – 16 October

The theme for Mental Health Week this year is Take Time – For Mental Health. Re-

search shows there are six simple actions, when practiced regularly, that we can all

take to improve mood, build resilience, and boost overall wellbeing, they are: take time

to get healthy, keep learning, show kindness, connect, take notice, and embrace na-

ture.

There are great, FREE, webinars and events on offer - head to qld mental health week

website for details and here for live webinars on topics such as Stress Resilient Lead-

ership and Achieving Mentally Healthy Workplaces.

COVID-19 updates

The Queensland Government has released a revised Roadmap to easing restrictions,

which provides further guidance to support decision making around COVID-19 and

Reading: Our Explicit Improvement Agenda

C H A R L E V I L L E

S T A T E S C H O O L The High Flyer T E R M 4 N E W S L E T T E R

Date Claimers:

Parade Friday

2:30pm

PBL Trading Friday

2:50pm

ATIS Community

Partnerships Meet-

ing

NAIDOC Week: Nov

8th-15th

Prep Transition

morning Wed 9-

10am in the library

ATIS Community

Partnerships Meet-

ing Wed 3:30pm

Library

Laura Bates Nutri-

tionist visiting all 5/6

classes Friday 12-

1pm Emma’s Room

Book Week Parade

Friday 23 Oct at

2:15pm

‘ALWAYS

O U R

BEST’

P A G E 2

“Anything is

possible when

you have the

right people

around to

support you.”

Celebrating Success

Skylar Gibbons was awarded the Principal’s Award this week for her

outstanding positive attitude towards all school activities.

“The future

starts today,

not tomor-

Enrol Now: Prep interviews are open book yours today! Phone: (07) 4656 8222

Prep Transitions: Wednesday 14th “The First 100 days’ Wednesday 21st “Inclusive Education” Tucka-Time: Parents of participating students welcome. Program runs from 3:15pm—4:15pm. Hats: The weather is warming up. Students without a hat are not allowed to play outside. Ensure your child/ren has a named hat. Book Week: Book Week Parade Friday 23rd November Early Years Network Meeting: You are invited to the first Charleville Early Years Network Meeting of 2020. It will be at 3:15pm on Monday, 19 October at Charleville State School’s library. For those of you who have not heard of these meetings before, we began last year as a way to support education in the early years (0-8), and to help chil-dren in Charleville transition more easily into formal schooling.

ATIS Community Partnerships Meeting: Wednesday, 14 October CSS Li-brary. Agenda includes NAIDOC week celebrations

Day for Daniel: Charleville SS will commemorate the Day for Daniel by wearing red and walking to school from the Neighbourhood Centre on Friday, 30 October.

Hearing Screening: The Prep and Year 1 classes will be undergoing hear-ing screening throughout Week 3. Please see previous communication for de-tails.

Promotion Literacy Development: It is with great excitement that I report CSS has begun a journey in conjunction with the CLaW. This is a systematic approach to the teaching of reading with a heavy focus on synthetic phonics. Staff are under going training in preparation for implementation 2021.

School Notice Board

EVERY

STUDENT

SUCCEEDING

Community Notice Board

P A G E 3 T E R M 4 N E W S L E T T E R

The RFDS Outback Mental Health team webinar series has been expanded to include a new date during

Queensland Mental Health Week! The series commenced in September with Dr Tim Driscoll’s presentation

“Stress less with RFDS”, which is now available on the Small Talk, Big Difference website here.

Register your interest today using the links below to avoid missing out or email outback@rfdsqld.com.au to

find out more.

Upcoming webinar calendar:

Each session will begin at 4pm and run for 45 minutes with an opportunity to ask questions at the end.

• 13 October: “Positive psychology and how to live a more fulfilling life” presented by Karen Sherlock

• 28 October: “Take some time for relaxation” presented by Sharyn Bunn

• 4 November: “Sleep better with RFDS” presented by Cath Walker

• 25 November: “How to help yourselves and others manage reactions following traumatic events” presented

by Cath Walker

CALL NOW!

IF YOU

WOULD LIKE

YOUR FLYER

OR MESSAGE

ADVERTISED

HERE!

P A G E 4

EVERY

STUDENT

SUCCEEDING

Inclusive Education Welcome back to Term 4! We have an exciting term ahead as we continue our inclusive journey at

Charleville State School. This week I’d like to share an extract from an article written by Julie N.

Causton-Theoharis on The Golden Rule of Providing Support in Inclusive Classrooms: Support Oth-

ers as You Would Wish to Be Supported. The extract below provides insight to how we provide

support in classrooms at Charleville State School.

Consider for a moment that the school system paid someone to be with you— supporting you 8

hours a day, 5 days a week. Now, imagine that you had no say over who that support person was or

how she or he supported you. Or imagine that someone regularly stopped into your place of em-

ployment to provide you with one-on-one support. This person was present for all your interactions,

escorted you to the restroom, and at times supported you by touching your back or shoulder or by

manipulating your hands, head, or other parts of your body. This support person might also give you

oral directions for upcoming tasks.

• Would you become more independent or more dependent?

• How would this support change your relationships with your

peers?

• Would you notice a loss of privacy or freedom?

• Would this person’s presence affect your creativity?

• At times, would you feel self-conscious about having someone

supporting you?

• What if you asked him or her to move away from you and he or she did not?

• What would happen if you did not want him or her to touch you?

• What would you do?

• Do you think that you might develop negative behaviours?

Inclusion is a way of thinking—a deeply held belief that all children, regardless of ability or disabil-

ity, are valued members of the school and classroom community. Inclusive classrooms are places

where all students “are integral members of classrooms, feel a connection to their peers, have

access to rigorous and meaningful general education curricula and receive the collaborative sup-

port to succeed” (Causton-Theoharis & Theoharis, 2008, p.

26). One purpose of including students with disabilities in in-

clusive classrooms, as opposed to segregating them in special

education classrooms, is to help all students (students with

and without disabilities) learn to live, work, and play together

so that eventually they can successfully live, work, and be

together in the community as adults. For students with disabili-

ties, inclusive schooling should promote intellectual growth,

independence, and interaction with peers.

OUR PRIORTY

“Success and

wellbeing for all

children and

students through

each stage of

learning in an

inclusive

educational

system.”

Inclusion and Adult Support

P A G E 5

This article next discusses the need for fading support, as reflected in the literature. Fading assistance means systematically

reducing the type and level of support given to a student. Fading support can reduce the negative impact of adult support and

allow for more natural supports to occur. The research in fading support is clear. Invasive adult support has had inadvertent

detrimental effects on students with disabilities. Giangreco, Edelman, Luiselli, and MacFarland (1997) listed the following det-

rimental effects of paraprofessional proximity:

• Separation from classmates.

• Unnecessary dependence on adults.

• Interference with peer interactions.

• Insular relationships between the paraprofessional and the student.

• A feeling of being stigmatized.

• Limited access to competent instruction.

• Interference with teacher engagement.

• Loss of personal control.

• Loss of gender identity.

• Provocation of behaviour problems.

Subsequent research has also found that other key detrimental impacts of

adult support are interference with creativity (Causton-Theoharis, &

The Golden Rule of Adult Support

Adult help can be seamless and effective— and thereby fully support the purposes of inclusion. The golden rule for adult sup-

port in inclusive classrooms is to support others as you would wish to be supported. Adequately applying the golden rule re-

quires knowledge and imagination. Educators need to know the effect of their actions on students.

‘Always our Best’

BE SAFE! BE RESPONSIBLE! BE RESPECTFUL! BE AN ACTIVE LEARNER!

Address: PO Box Charleville QLD 4470 Absence Line: 0428 386 225

Phone: (07) 4656 8222 Website: www.charlevilless.eq.edu.au

Email: principal@charlevilless.eq.edu.au

Rationale for Fading Support