Chronic non-attendance ( 10 days or Student not accessing An individual student who is Severe speech sound disorder Children/students who more) without previous social work learning in the context of experiencing significant (other than preschool to less require differentiated intervention challenging behaviours difficulties with learning and/or than 7 years) curriculum content at a Disengaged from learning occurring regularly. significant social and emotional Individuals with indicators of different level to their Student / family citing school based A high level of risk over or behavioural problems that are same age peers in all severe language difficulties issue an extended period, with impacting on their ability to learning areas where they have not responded Where non-attendance co-exists with measurable access the curriculum. They may Level 2 to interventions at school level the following factors: consequences. also have/or have significant (any of the Contribute to team around the psychosocial factors such as Family financial and /or criteria child approach developmental trauma and/or accommodation problems met) No/very limited functional poor school attendance. Family mental health or AND communication with external substance abuse issues Have not responded as expected Family not engaged with other speech pathology involvement to quality differentiated teaching agencies practice (QDTP) and evidence informed interventions/supports. Habitual non-attendance (5-10 days Inconsistent engagement An individual student or group of Individuals with indicators of Children /students who absent without satisfactory in the curriculum. students who are experiencing moderate language difficulties require differentiated explanation in a term) AND with Child/ student’s needs moderate difficulties with Moderate speech sound curriculum content at a wellbeing factors present (e.g. are able to be catered for learning and/or moderate social disorder different level to their parental capacity, loss & grief, trauma, within the quality and emotional or behavioural same age peers in only mental health, conflict). differentiated teaching problems that are impacting on a few learning areas. Parents have concerns and are open to practice of the their ability to access the Level 3 support classroom. curriculum. They may also (any of the Chronic non-attendance over a have/or have moderate criteria significant length of time with previous psychosocial factors such as met) social work intervention developmental trauma and/or Explained absences and there is still a poor school attendance. AND connection with the family Have not responded as expected to quality differentiated teaching practice (QDTP) and evidence informed interventions/supports. Priorities correspond to each discipline’s catalogue of interventions
Level 2 (any of the criteria met) Children/students who require differentiated curriculum content at a different level to their same age peers in all learning areas Chronic non-attendance ( 10 days or more) without previous social work intervention Disengaged from learning Student / family citing school based issue Where non-attendance co-exists with the following factors: Family financial and /or accommodation problems Family mental health or substance abuse issues Family not engaged with other agencies Student not accessing learning in the context of challenging behaviours occurring regularly. A high level of risk over an extended period, with measurable consequences. An individual student who is experiencing significant difficulties with learning and/or significant social and emotional or behavioural problems that are impacting on their ability to access the curriculum. They may also have/or have significant psychosocial factors such as developmental trauma and/or poor school attendance. AND Have not responded as expected to quality differentiated teaching practice (QDTP) and evidence informed interventions/supports. Severe speech sound disorder (other than preschool to less than 7 years) Individuals with indicators of severe language difficulties where they have not responded to interventions at school level Contribute to team around the child approach No/very limited functional communication with external speech pathology involvement Level 3 (any of the criteria met) Children /students who require differentiated curriculum content at a different level to their same age peers in only a few learning areas. Habitual non-attendance (5-10 days absent without satisfactory explanation in a term) AND with wellbeing factors present (e.g. parental capacity, loss & grief, trauma, mental health, conflict). Parents have concerns and are open to support Chronic non-attendance over a significant length of time with previous social work intervention Explained absences and there is still a connection with the family Inconsistent engagement in the curriculum. Child/ student’s needs are able to be catered for within the quality differentiated teaching practice of the classroom. An individual student or group of students who are experiencing moderate difficulties with learning and/or moderate social and emotional or behavioural problems that are impacting on their ability to access the curriculum. They may also have/or have moderate psychosocial factors such as developmental trauma and/or poor school attendance. AND Have not responded as expected to quality differentiated teaching practice (QDTP) and evidence informed interventions/supports. Individuals with indicators of moderate language difficulties Moderate speech sound disorder Priorities correspond to each discipline’s catalogue of interventions
Prioritisation%20Matrix%20August%202018.docx