Wellbeing & Diversity
National Consistent Collection of Data
As you are aware, we are putting many new processes into place at Galilee this year, based on the principles of best practice and influenced by the new funding system implemented by the Federal Government, the National Consistent Collection of Data (NCCD).
In the past, children who have been diagnosed with additional learning needs were funded individually and supported accordingly. Within the new funding system, funding is allocated to the school for all of our children with additional needs. The school is responsible for allocating support based on the perceived or diagnosed needs of each child listed in the data. Children without official diagnoses are able to be funded through this new system.
Through the NCCD, some children are classified as requiring quality differentiated teaching practice (QDTP), whereby the teacher provides support within the classroom through specific modifications to programmes and adjustments to normal classroom practice. No funding is allocated to children for whom such adjustments are made.
There are three levels of adjustment in the new system for which funding is provided through NCCD at varying levels to provide additional staffing support for children in need – Supplementary, Substantial and Extensive. Supplementary funding is provided for children requiring additional support in one or several areas of curriculum and daily school life for some of the time. Substantial funding is provided for children requiring support in several areas of curriculum and daily school life for much of the time. Extensive funding is provided for children requiring support in all areas of curriculum and daily school life all of the time.
All children receiving funded support (Supplementary, Substantial or Extensive) require a Personal Learning Plan outlining individual goals for each term, which will be sent home for parent perusal and input. The document must be signed by the parent and involved staff. Regular communication with the classroom teacher and/or Learning Diversity Leader regarding the PLP is recommended. Communication can be via email, phone or face-to-face and is always welcome. Goals are evaluated at the end of each term.
Under our new model, Programme Support Group meetings (PSGs) will be conducted for students requiring Substantial/Extensive support. We are planning to hold formal PSG meetings twice yearly only, at the end of First and Third Terms. Updated goals/Personal Learning Plans for students will be sent home each term and parent involvement expected and welcomed in the co-construction of these. Ongoing communication will be maintained via email, phone and/or face-to-face conversations as required.
Children requiring Supplementary support will be provided with a Personal Learning Plan as outlined above, but individual PSG meetings will not be timetabled. Information sessions will be scheduled each term to discuss intervention goals and processes (Parents will be advised of dates/times of relevant meetings). Parents are welcome to request a PSG meeting at any time.
I would appreciate any parental feedback about our new system, as we refine and improve it. Please feel free to email me with your thoughts and/or concerns at jferris@gsmelbournesth.catholic.edu.au
School NAIDOC Incursion
This week, Galilee celebrated NAIDOC week with a whole-school incursion facilitated by Yarn Bark Cultural Incursions. NAIDOC Week celebrates the history, culture and achievements of Aboriginal and Torres Strait Islander peoples. At the incursion, each group workshop began with a traditional cleansing ceremony and acknowledgement of country. The children then learned some traditional songs and dances, as you can see in the photo gallery below. The incursion was a wonderful educational opportunity for all of the children and was enjoyed by children and staff alike. A very big thank you to Will and Clint from Yarn Bark for their engaging and enjoyable workshops!
