# data[].attributes.headline
Why is Student Voice important in your setting?

# data[].attributes.subject
Why is Student Voice important in your setting?

# data[].attributes.body
Enrolment: 448
ICSEA - 894
NCCD: 24.3%
FN: 15.9%
EAL/D: 54.4%
2022 Prep students identified by school SLP with communication and language difficulties 25/59

# data[].attributes.body
The leadership team participate in a regular Book/Journal Club and read/reviewed the work from Hayley Tancredi. They decided to establish some actions to introduce activating student voice across the school. First Step: capability building.

# data[].attributes.headline
SLP created a collaborative action plan 

# data[].attributes.subject
SLP created a collaborative action plan 

# data[].attributes.body
Action plan includes providing professional learning, working alongside staff through gradual release model, using Tancredi's 'menu of adjustments' where appropriate as part of the recommendations in reports.

# data[].attributes.body
Enrolment: 111
ICSEA: 991
NCCD: 100%
FN: 26%
EAL/D: 1.1%

# data[].attributes.headline
School Priority - The Learning Community

# data[].attributes.subject
School Priority - The Learning Community

# data[].attributes.body
To build a strong learning community, WPSS have focussed on 'Student Voice'.
One of the strategies is to use The Student Council which is made up of school captains, and elected PB4L champions.

# data[].attributes.body
Sharing the school community intentions and goals with the parent/carer community.

# data[].attributes.headline
Example of Student Council Agenda/Minutes

# data[].attributes.subject
Example of Student Council Agenda/Minutes

# data[].attributes.body
Vocabulary on chat boards in the playground.
Menu for lunches with principal.
Weekly award presentations.

# data[].attributes.body
Chat board in use!

# data[].attributes.body
SLP provided professional learning to the Inclusion team.

# data[].attributes.body
SLP and Inclusion Teacher collaborate to prepare for consultation. Inclusion Teachers are the agents for culture change and capability building.

# data[].attributes.headline
SLP - capability building to class teachers

# data[].attributes.subject
SLP - capability building to class teachers

# data[].attributes.body
SLP provides student voice recommendations within student reports and communication profiles.

# data[].attributes.headline
Gradual Release Model: Consultation with student

# data[].attributes.subject
Gradual Release Model: Consultation with student

# data[].attributes.headline
SLP and Inclusion Teacher review feedback provided by student. 

# data[].attributes.subject
SLP and Inclusion Teacher review feedback provided by student. 

# data[].attributes.body
We are aiming to continue with a whole school vision of Putting students at the centre and aiming to embed the student consultation process further as we move into 2024. As we started with capability building of key school team members, we are planning on maintaining this as a sustainable approach.

# data[].attributes.headline
What is one action you have been inspired to try at your setting?

# data[].attributes.subject
What is one action you have been inspired to try at your setting?

# data[].attributes.body
Enrolment: 1712
ICSEA: 1146
NCCD: 18.5%
FN: 2.5%
EAL/D: 31.6% (550 students)

# data[].attributes.headline
Setting the scene (Alice Springs (Mparntwe) Education Declaration)

# data[].attributes.subject
Setting the scene (Alice Springs (Mparntwe) Education Declaration)

# data[].attributes.body
Reoccurring question posed: We know a common functional impact for our learners and families is communication. What can we do differently to address this barrier?

# data[].attributes.headline
Leadership vision and capability building

# data[].attributes.subject
Leadership vision and capability building

# data[].attributes.body
Initiated by the DP - Inclusion and HOSES.
Professional development provided to Leadership team and core team members.

# data[].attributes.body
Clarity around DLD and Language Disorder co-existing with other identified diagnoses. Who are these students in our school?

# data[].attributes.body
Enrolment: 1448
ICSEA: 1157
NCCD: 12.4%
FN: 2.5%
EAL/D: 24.9%

# data[].attributes.body
Our team started talking about student voice, after hearing what students' thought (accidently). The inclusion teacher is often someone the students feel comfortable with and trust. We have always tried to hear their voice but now we are creating goals to be more intentional about it.

# data[].attributes.headline
HOSES participated in Leaders of Inclusion Community 

# data[].attributes.subject
HOSES participated in Leaders of Inclusion Community 

# data[].attributes.body
Received professional learning on Hayley Tancredi's framework for consulting students. This network and mentor community provided opportunities to set goals.

# data[].attributes.body
Sam, Year 5
NCCD: Substantial - Social and Emotional
ASD, ADHD, Generalised Anxiety

# data[].attributes.headline
Artefacts and reflections from consultation - Sam

# data[].attributes.subject
Artefacts and reflections from consultation - Sam

# data[].attributes.body
Tom, Year 6
NCCD: Extensive - Cognitive
ID, Speech disorder
Tom has Downs Syndrome. He uses a mixture of speech, sign and PDD to communicate. We wanted to ensure that we heard his voice about what was important to him as he transitions to high school. We looked at what goals he wanted to set.

# data[].attributes.headline
Artefacts and reflections from consultation - Tom

# data[].attributes.subject
Artefacts and reflections from consultation - Tom

# data[].attributes.body
Lachlan - Year 6
NCCD: Extensive - Sensory
VI
Lachlan is transitioning to a different high school than his cohort peers. He indicated that he would not be comfortable participating in a stakeholder meeting for the transition planning. However, he was very keen to have his voice heard at the meeting.
The purpose of this consultation was to ensure that his voice is accurately represented at the stakeholder meeting.

# data[].attributes.body
Lucas, Year 10
NCCD: Cognitive - Substantial
HI, VI, DLD, ADHD
Consultation with the student to establish their learning needs and identify barriers. Particularly for writing.

# data[].attributes.body
William, Year 10
Cognitive - Supplementary (currently undergoing cognitive assessment)
Mental Health concerns
Consultation with studnet based on case manager's concerns. Student receiving Ds in Essential English and Es in other subjects.
No behaviour concerns.
Case manager wants to consult student to get their insight into what they believe their barriers are and use this information to inform support for transitioning beyond school.

# data[].attributes.body
The school opinion survey is another opportunity for students to have their say about the things that we do well at woody point special school and the things they would like to see improved. the survey was conducted with students in year 5 and 6.

# data[].attributes.body
Our journey towards including student voice in our school has been incredibly enlightening.  When we take the time to ask the questions and listen to the answers, our students have the most remarkable perspectives about their education, their learning and their wellbeing. Over time, as students have realised that we are genuine in wanting to hear their perspectives, we have seen them grow in confidence and willingness to share their thoughts and ideas. We are constantly exploring ways to include the voices of those who may not otherwise be heard through AAC and this is an ongoing work in progress.  We are currently working through a Reconciliation Action Plan for our school and our next steps are to include the voices of our Aboriginal and Torres Strait Island students in this process.

# data[].attributes.body
Sara, Year 12
NCCD: Social Emotional - Substantial
Developmental Language Disorder
Sara taking QCIA pathway.
Case manager would like to investigate how to maximise supporting Sara's transition from Year 12.

# data[].attributes.headline
Artefacts and reflections from Sara's consultation

# data[].attributes.subject
Artefacts and reflections from Sara's consultation

# data[].attributes.headline
Staff Reflections from Student Voice Consultation trials 

# data[].attributes.subject
Staff Reflections from Student Voice Consultation trials 

# data[].attributes.body
Designing a new Bellbird Park SSC template to consider diversity.
Also considering our bi-lingual and EAL/D families.
Can be taken home as communication.
Learning yarn - for First Nation students and families.
Learning chat - for African students and families.
Learning check-in for New Zealand and Pacific Islander families.

# data[].attributes.headline
The consultation trial is over! What's next?

# data[].attributes.subject
The consultation trial is over! What's next?

# data[].attributes.body
The HOYs, GOs and DPs attended our Staff Capability Session: Student Voice to launch their involvement in the Bellbird Park SSC project. For the presentation, I utilised some of the pieces from the Accessible assessment PD to explain the Why?

Interestingly the evidence shows students generally feel supported in the tier 2 and tier 3 space. Schools are supporting them well in their behaviour, social emotional wellbeing, but they have voiced, where they really need help is in the classroom with their learning - tier 1. Which is where Student voice comes in.

On reflection of this data, it pointed out the need for an action plan to roll out capability building with all teachers.

# data[].attributes.attachment_link.title
Student Voice HoY Capability Training Presentation V2 (1) (002)

# data[].attributes.body
We have seen significant uptake in the use of consultation framework from the HOYs, DPs and other staff involved in the Staff Capability Session.

A capability building action plan is in development for 2024.

Following on from the work of the initial trials by the Inclusion Teachers and Case-managers, we are look at developing more question styles based on the different purposes of student consultation and student voice.

# data[].attributes.headline
Artefact from consultation with Lachlan.

# data[].attributes.subject
Artefact from consultation with Lachlan.

# data[].attributes.body
Collaboration is valuable - using the OT and their expertise. Sharing the process with more staff - to build capability throughout the school. Modelling for our class teachers.

I would like to experiment in the space of using some of this framework i the behaviour reflection room - to help us further understand what the student may need, so we can be more proactive.
I would also like to look at how other schools have students involved in parent student interviews.

# data[].attributes.headline
Dr Russ Quaglia - Student Voice and Aspirations

# data[].attributes.subject
Dr Russ Quaglia - Student Voice and Aspirations

# data[].attributes.attachment_link.readable_text
is sharing thoughts and ideas in an environment underpinned by trust and respect, offering realistic suggestions for the good of the whole, and accepting responsibility for not only what is said but also what needs to be done.

# data[].attributes.attachment_link.authors[].name
Design and Development by Firefly, LLC | http://www.firefly.us

# data[].attributes.attachment_link.description
is sharing thoughts and ideas in an environment underpinned by trust and respect, offering realistic suggestions for the good of the whole, and accepting responsibility for not only what is said but also what needs to be done.