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How do we destigmatise it?

removing judgement - exposure of success stories and examples/celebration

simple ways of asking for support

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1. Got crossed off from the model

2. Is guided the right word? Targeted or individualised instead of guided. Need an alternative.

3. Will we be able to be guided by the right people?

4. Example required

5. What is available?

6. How do we get it?

7. Ask new principals - "Do you need this?" rather than " what do you need?" - we don't know what we don't know.

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so confusing - change colour

red for universal - visually not right - implicit messaging "stop"

colours confusing - make the one colour

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What are realistic expectations of support?

what contributes/defines 'support'?

what are the various elements that contribute 'support' and how are they connected?

Are some levels/types of support - higher priorities?

if your data is okay but you as a team don't have Tchr/QTC?

sometimes we don't know what or who is available

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How do we leverage off pockets of quality practice in our state to help support each other? Rather than a system extended of schools, let the system of support be schools.

Small schools - with similar identified needs/priorities supported to pool resources, network and short/develop a way of working together

Are there opportunities for schools to develop needs-based connections?

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How do we sustain targeted resources?

How do we utilise places that work?

What sustains the school/community once the support leaves? How is the SIP then set up for ongoing success?

How do we ensure growth for all students?

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1. Circled "equal" with question mark - what is 'equal" in Universal Support?

2. Does equal access mean needs based?

3. Is equal access enough for everyone?

4. Is equal access the baseline?

5. Does equal access mean Intranet, IC, capacity of team to access/use etc?

6. Is 'equal' achievable' given different contexts? (e.g. regional/small)

7. Circled "all agency portfolios", who/what? Are they business units? or other area of DECYP - e.g. Child Safety? - it is limited as there aren't enough staff.

8. coherence - one entry point about what goes out to schools

9. "key roles" who? in the roles - needs clarity

10. clarity required for "a range of supports"

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Criteria for "who" decides upon support.

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1. "system data" - need to make sure we have the right/complete data

2. Not clear about the process to achieve guided support. What does access look like? coaching?

3. Can they self-refer for support + advice in an area of need?

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How do we contextualise this doc into conversations with schools/IC?

Placing ( +offering incentives) for experienced, high functioning principals to "partner" with principals at schools (needing support):

coaching

at the shoulder

right teams of people

ongoing partnerships for sustainability - to continue to build capacity in leadership teams

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Not always support for a whole school - sometimes it is for 1 or 2 students at Tier 3/4. Should be able to access targeted support.

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The model is not clear.

Managing violence (high level 4 trauma) in schools is something that impacts on everyone feeling safe at school. Why are we not talking about this?

Therapeutic Tier 3 & 4 offsite.

Provision -> at a system level to enable access. This is currently vastly inadequate.

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How does "Universal Support" provide stretch and extension for schools?

criteria to meet universal support?

IC advocate for school needs

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How will the model improve student outcomes?

Imaging what the Tasmanian outcomes might look like if every school could access the additional support they need.

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1. How long can intensive support last?

2. Example required

3. What is the resource base for intensive support.

4. What happens if you don't meet the targets?

5. How do we ensure that intensive support is framed in a positive lens?

6. What is the Principal Agency in this process?

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1. What data sets will be used/valued?

2. What is the process for accessing "extra" support?

3. What does it look like? Who will be engaged at a support level?

4. where is the cut-off or eligibility for support?

5. Are the dot points = value and/or weighting or do we need multiple indicators?

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Does "operational focus" include SBM?

re " a significant operational or unique issue" - How is support achieve when things suddenly change?

Is 'significant operational' or 'unique issue' too broad?

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Where does short term contextual resource sit?

Tier1/Tier 2, ie. major staffing issue

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Support: what will add more value?

no human resources or funding allocations noted in model

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A lot of universal support for reading on Intranet but what is available for attendance?

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Where is the clarity around being eligible for support? Is there enough people to provide priority support?

(What gives/is taken away to give this support to schools?)

Will you consider schools that have high demands periodically and don't get trauma funding e.g. schools located with a shelter in high demand. How do you give them support when there is staffing available.

Support for S.Wankers, Psy & Speech- how do we get this when you unable to attract staff.

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Lower SES focus / but what about the growth / improvement data of all schools - can we focus on equity across schools?

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1. Does the purpose of support for guided sit better in the Intensive Support?

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Can we fix the structures / increase the staffing model to improve the number of people on the ground? Without Intensive Support, a school's staffing would be very different.

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How are schools supported at the end of an Intensive Support when the support/funding runs out?

How can the funds be best allocated to maximise support? ie. trauma funding - not currently enough to support all students

Needs to be some assurance that it is a 3-year minimum plan to provide staff with commitment of contract/employment = a commitment to remain!

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I'm wondering about the idea of removing additional staffing & expertise support when targets in partnerships are achieved.

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is "timebound support" context based?

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Is the "evidence-based resources" funding based?

Does "key roles in the agency" also professional support (e.g. speech -> psych)

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what is the difference between "additional supports and resources" in Guided Support and "coordinated agency support" in Intensive Support

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2 x SIPs (12mths) target school support - time is too short to gain impact (have impact)

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Dedicated Professional Learning for System Priorities that ensures schools are not reinventing the wheel

Seek to fully understand what is happening - is a school before putting in the support - doing the right work

inexperienced leaders way not know what the issue is and that is not their fault

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More specific for differences in support

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Why is this heading across all 3 colours?

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How we could further support the CFLC's in their communities of the benefits of schools pattering with them?