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Our whole work is around supporting engagement.

In our role, we are sometimes a step removed. Engaging students for us can be difficult ie. clinic based, so we gather information from base school to help inform health

Wonderings

What is our definition of engagment?

How are we defining engagement - their support systems or them individually?

I wonder if part of our job is re-engaging them into school, or a pathway - how do we capture it?

Are we about engaging the TAL rather than just the learner?

Data collection - can be quite anecdotal. Is there some time of system or scale we can use to know a student's engagement level?

Who are we engaging?

Is it worth looking at Nationally data collection tools to see if we can adapt it for our work?

Trust mapping (Mel)

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As a graph, we can see that most of our work involves attendance and participation and student wellbeing & Emotional regulation. Least is academic progress and work completion.

The words 'struggling' came up a lot.

There was positive language used -not all negative.

Comments were either very good, or very bad.

We're dealing with a lot of students that are struggling to attend school.

Peer relations and social engagement are positive then attendance is better.

A lot of anecdotal and opinion-based data - ~85%

Lots of responses - data is varied bc of various areas we work in.

Very student centred, observations, differentiated to the student's need, team approach - very collaborative.

Deal with refusing or students who can't get to school.

Parents are struggling to cope and understand what's going on.

Unclear how engagement is defined.

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(carer) would like his appointment brought forward if possible.

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do have any concerns that we could support or successes to celebrate

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Student engaged with CORE clinician and communicating needs to them. Open to feedback within that setting

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do have any concerns that we could support or successes to celebrate

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wanted to touch base and see how he was going settling into school

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high complexity of needs which can and are life-threatening.

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Teacher feedback to clinician about suitable institutions to try and options to access desired education setting.

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Attends school every day except for medical appointments

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Negative self talk – really only well feeling overwhelmed

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I have spoken to the team and the paediatrician would love it if you could complete a Vanderbilt assessment prior to their next appointment.

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Friends with everyone – rarely see him wondering by himself

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Lots of supports – wellbeing team, therapy dog – but not needing them very often

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Attracted to other young people with high-risk behaviours both within/outside of school

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Creating and hosting a Kahoot with base school classroom

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parent pleased (and relieved) that their child is starting at a new school but not 100% convinced that it will work due to their child's MH issues

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parent pleased (and relieved) that their child is starting at a new school but not 100% convinced that it will work due to their child's MH issues

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Happier the child this year

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has requested AFL, flags, food, Sonic, Smash Bro games as topics of interest for further learning

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I am wondering if this is because he doesn’t focus/engage during whole class teaching

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Attending CORE appointments and discussing issues with clinician

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Attempting all the work

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Has attempted to run away and has injured two staff members.

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Has attempted to run away and has injured two staff members.

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Parent reports cannot change student's mind about school selection

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Strategies implemented by teacher helped & noticed a difference at school

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one of the lowest students to pick up number recognition to 10 so far

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new school looking forward to welcoming the student this week

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new school looking forward to welcoming the student this week

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Student not really in a space feeling able to attend school full or part time.

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Interests involve high-risk behaviour; no longer able to identify any previous interests.

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We have been working on slowing down and taking more pride with his work.

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may take additional time to facilitate his enrolment

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Beginning to complete work that is on a non-preferred topic

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rushes his work and always wants to move on to the next task first

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know several classmates from his football team who attend

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Student determined to attend previous school despite many obstacles

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Really settled, seems calm, doesn't appear tired.

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Parent comment: Child is asking for more school

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has trouble focusing for longer than 30 sec/1 minute during explicit teaching, he moves around, fidgets a lot on the carpet.

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Numerous SSGM held- trying to bargain for rewards with minimal acceptance of explicit expectations

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zoned school, making it the easiest and quickest option for enrolment

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is a kind and very friendly student

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is a kind and very friendly student

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loves helping to clean up and is beginning to make friends

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transition to new school as soon as possible to access his learning

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family struggling with understanding their child's reluctance to go to school

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family struggling with understanding their child's reluctance to go to school

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loves helping to clean up and is beginning to make friends

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Discussion re exploration of supports available to school to help them. Discussion amongst MCHS teachers and clinicians about most suitable approach for this.

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Teacher said 'pleased with X's academic and social and emotional growth'

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is continuing to settle into the school routine and is enjoying learning letters and numbers

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is continuing to settle into the school routine and is enjoying learning letters and numbers

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very pleased with their child seemingly enthusiastic about starting at a new school

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very pleased with their child seemingly enthusiastic about starting at a new school

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is continuing to settle into the school routine and is enjoying learning letters and numbers

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Student has been deteriorating in behaviour at school

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attended initially for a day or part of a day and really hasn’t been back

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School needs help to support the student - have become stuck in their approach and beliefs about how to help the student

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student wants to return to school but emotionally not up to facing it - difficulty leaving their house each day

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student wants to return to school but emotionally not up to facing it - difficulty leaving their house each day

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Requesting the activity for the next session

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had limited attendance at school

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Unwilling to do any tasks of a modified timetable; only there to socialise!

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Struggling to participate in class, school struggling to support student to do this as well

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struggles to advocate for herself

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student has enjoyed their new setting and attending regularly, totally different from prior school setting

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student has enjoyed their new setting and attending regularly, totally different from prior school setting

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behaviour has escalated in the past two weeks since SSG. Meetings have taken place

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Days off – wants to be back at school and gets frustrated when not able to go to school

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Mother/father very different parenting styles-plays one off against the other.

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Received progress report Term 1 – was really positive and really boosted he confidence

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work collaboratively with one person/or in a small group - PLP

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will forward safety plan, escalation cycle and last meeting notes asap. IEP and Behaviour documents are being finalised and will be forwarded at a later date

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Very interested in becoming social, just not sure how to begin that

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school reports enthusiastic return to school post-MCH admission and attending as required

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school reports enthusiastic return to school post-MCH admission and attending as required

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school indicated supports that would be implemented when she started – not implemented

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Running away from home-ED presentation, security called to deal with dysregulated behaviour

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has been unwell +++ since yesterday

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Interested in electronic games. Very interested in becoming social, just not sure how to begin that

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Made & reconnected to quite a few friends she knew from PS

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meeting MCHS teacher this week at their school to check progress post-MCH admission

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meeting MCHS teacher this week at their school to check progress post-MCH admission

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Struggling with the heat – hoping that once heat drops he will be able to build up to attend more school

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Trying to renegotiate classroom participation

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Parent still very unwell and fearful - trusting of school and process, however not able to encourage attendance yet

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made 3 double periods of Digi tech for the year

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made 3 double periods of Digi tech for the year

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trying for the morning as can stay for break and spend time with friends 

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trying for the morning as can stay for break and spend time with friends 

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Still very unwell and far from being able to engage in school

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is trying to build new friendships

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not attended school this year but meeting with MCHS teacher this week to explore other setting options

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not attended school this year but meeting with MCHS teacher this week to explore other setting options

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Only wanting to be in the Wellbeing office

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Currently dysregulated, school session to be offered at a later time.

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Concern about best way to approach to allow to build engagement and not scare away

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has some familiar peers, which she gravitates towards.

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School Feedback Session completed with ______'s classroom teacher _________. Assessment findings, diagnosis and relevant information for ongoing teaching and learning were discussed. Writer to send out Educators PDF with list of resources and the Reframe the Behaviour: Can't vs Won't infographic.

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New IEP/goals will be established with new teacher from T2. SSGs scheduled.