Student Support Services Priorities Children who are Aboriginal or Torres Strait Islander and / or under care of the Minister are a state-wide priority for all At times, priorities will be impacted be critical timelines, eg special options, funding panels Special Education Attendance & engagement Behaviour Psychology Speech Pathology Child /Student not sighted in 4 weeks Student requires high An individual student who has Language difficulties / Individual (and site has attempted home visits) level or intensive very significant difficulties with population groups at risk children/students with Student not enrolled in any support to engage with learning and/or very significant Severe speech sound disorder - a disability or educational settings the curriculum social and emotional or preschool to less than 7 years significant health care Child /Student absence history more Evidence of high risk behavioural problems that are need who are not (unintelligible to most listeners) than 10 days in a term behaviours threatening impacting on their ability to currently accessing No/very limited functional Sudden unexpected change in safety access the curriculum. They may education or where the communication and no other attendance coinciding with wellbeing also have significant psychosocial site has employed their speech pathology involvement factors – mental health issues, trauma, factors such as developmental own resources to parental capacity trauma and/or poor school accommodate and Preschool and primary aged children attendance. address their needs but will have priority over secondary AND require expertise and school students A student with high and complex assistance beyond their Level 1 Where non-attendance co-exists with needs with a multi-disciplinary current internal (any of the these factors: team of service providers. capacity. criteria Have not responded as expected Child/Student / family at risk met) to quality differentiated teaching of homelessness practice (QDTP) and evidence Drug / alcohol abuse of informed interventions/supports. student or caregiver Mental health concerns for student or caregiver Transition points – preschool to school, primary to secondary where there is a risk of disengagement or transience history Transience evident in enrolment history System and population interventions or initiatives with priority sites
Student Support Services Priorities Children who are Aboriginal or Torres Strait Islander and / or under care of the Minister are a state-wide priority for all At times, priorities will be impacted be critical timelines, eg special options, funding panels Special Education Attendance & engagement Behaviour Psychology Speech Pathology Level 1 (any of the criteria met) Individual children/students with a disability or significant health care need who are not currently accessing education or where the site has employed their own resources to accommodate and address their needs but require expertise and assistance beyond their current internal capacity. Child /Student not sighted in 4 weeks (and site has attempted home visits) Student not enrolled in any educational settings Child /Student absence history more than 10 days in a term Sudden unexpected change in attendance coinciding with wellbeing factors – mental health issues, trauma, parental capacity Preschool and primary aged children will have priority over secondary school students Where non-attendance co-exists with these factors: Child/Student / family at risk of homelessness Drug / alcohol abuse of student or caregiver Mental health concerns for student or caregiver Transition points – preschool to school, primary to secondary where there is a risk of disengagement or transience history Transience evident in enrolment history System and population interventions or initiatives with priority sites Student requires high level or intensive support to engage with the curriculum Evidence of high risk behaviours threatening safety An individual student who has very significant difficulties with learning and/or very significant social and emotional or behavioural problems that are impacting on their ability to access the curriculum. They may also have significant psychosocial factors such as developmental trauma and/or poor school attendance. AND A student with high and complex needs with a multi-disciplinary team of service providers. Have not responded as expected to quality differentiated teaching practice (QDTP) and evidence informed interventions/supports. Language difficulties / population groups at risk Severe speech sound disorder - preschool to less than 7 years (unintelligible to most listeners) No/very limited functional communication and no other speech pathology involvement
Prioritisation%20Matrix%20August%202018.docx