Activating Student Voice - Consulting Students with Disability by

Why is Student Voice important to you?

raeleerandall — 2023-10-10 23:59:15 UTC

Why is Student Voice important in your setting?

raeleerandall — 2023-10-11 00:01:04 UTC

School Profile

raeleerandall — 2023-10-11 00:03:32 UTC

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

Putting students at the centre

raeleerandall — 2023-10-11 00:07:12 UTC

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.

SLP created a collaborative action plan

raeleerandall — 2023-10-11 00:09:14 UTC

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.

School Profile

raeleerandall — 2023-10-15 22:44:10 UTC

Enrolment: 111
ICSEA: 991
NCCD: 100%
FN: 26%
EAL/D: 1.1%

School Priority - The Learning Community

raeleerandall — 2023-10-15 23:36:42 UTC

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.

Example of Student Council Agenda/Minutes

raeleerandall — 2023-10-15 23:49:15 UTC

Connect and Belong, Power With

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Sharing the school community intentions and goals with the parent/carer community.

Student Voice - Impact examples.

raeleerandall — 2023-10-16 00:00:59 UTC

Vocabulary on chat boards in the playground.
Menu for lunches with principal.
Weekly award presentations.

Sandpit Chat!

raeleerandall — 2023-10-16 00:08:33 UTC

Chat board in use!

Student Council

raeleerandall — 2023-10-16 00:08:46 UTC

raeleerandall — 2023-10-16 04:25:58 UTC

SLP provided professional learning to the Inclusion team.

Gradual release model: Pre-Consultation preparation

raeleerandall — 2023-10-16 04:28:08 UTC

SLP and Inclusion Teacher collaborate to prepare for consultation. Inclusion Teachers are the agents for culture change and capability building.

Gradual Release Model: Consultation with student

raeleerandall — 2023-10-16 04:29:20 UTC

SLP - capability building to class teachers

raeleerandall — 2023-10-16 04:33:29 UTC

SLP provides student voice recommendations within student reports and communication profiles.

SLP and Inclusion Teacher review feedback provided by student.

raeleerandall — 2023-10-16 04:34:47 UTC

Reflections/Feedback

raeleerandall — 2023-10-16 04:38:12 UTC

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.

What is one action you have been inspired to try at your setting?

raeleerandall — 2023-10-16 04:46:16 UTC

raeleerandall — 2023-10-16 04:47:20 UTC

raeleerandall — 2023-10-16 04:48:48 UTC

Dr Russ Quaglia - Student Voice and Aspirations

raeleerandall — 2023-10-16 04:50:50 UTC

School Profile

raeleerandall — 2023-10-16 04:53:54 UTC

Enrolment: 1712
ICSEA: 1146
NCCD: 18.5%
FN: 2.5%
EAL/D: 31.6% (550 students)

Setting the scene (Alice Springs (Mparntwe) Education Declaration)

raeleerandall — 2023-10-16 04:58:01 UTC

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?

Leadership vision and capability building

raeleerandall — 2023-10-16 04:59:54 UTC

Initiated by the DP - Inclusion and HOSES.
Professional development provided to Leadership team and core team members.

Team professional learning

raeleerandall — 2023-10-16 05:07:05 UTC

Clarity around DLD and Language Disorder co-existing with other identified diagnoses. Who are these students in our school?

School Profile

raeleerandall — 2023-10-16 05:12:12 UTC

Enrolment: 1448
ICSEA: 1157
NCCD: 12.4%
FN: 2.5%
EAL/D: 24.9%

A co-incidental, accidental idea

raeleerandall — 2023-10-16 05:27:31 UTC

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.

HOSES participated in Leaders of Inclusion Community

raeleerandall — 2023-10-16 05:30:13 UTC

Received professional learning on Hayley Tancredi's framework for consulting students. This network and mentor community provided opportunities to set goals.

Student A Profile

raeleerandall — 2023-10-16 05:32:47 UTC

Sam, Year 5
NCCD: Substantial - Social and Emotional
ASD, ADHD, Generalised Anxiety

Artefacts and reflections from consultation - Sam

raeleerandall — 2023-10-16 05:34:03 UTC

Student B Profile

raeleerandall — 2023-10-16 05:38:08 UTC

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.

Artefacts and reflections from consultation - Tom

raeleerandall — 2023-10-16 05:42:02 UTC

Reflections and next steps...

raeleerandall — 2023-10-16 05:46:58 UTC

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.

Reflections and next steps

raeleerandall — 2023-10-16 05:48:41 UTC

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.

Executive Leadership Updates

raeleerandall — 2023-10-16 05:49:51 UTC

Student A Profile

raeleerandall — 2023-10-16 05:52:10 UTC

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.

Artefacts from consultation - Lucas

raeleerandall — 2023-10-16 05:53:42 UTC

Reflections from Lucas' consultation

raeleerandall — 2023-10-16 05:57:42 UTC

Student B Profile

raeleerandall — 2023-10-16 05:58:01 UTC

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.

Artefacts from the consultation Wiliam

raeleerandall — 2023-10-16 23:38:33 UTC

Reflections from William's consultation

raeleerandall — 2023-10-16 23:38:52 UTC

Student C Profile

raeleerandall — 2023-10-16 23:42:07 UTC

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.

Artefacts and reflections from Sara's consultation

raeleerandall — 2023-10-16 23:43:13 UTC

Staff Reflections from Student Voice Consultation trials

raeleerandall — 2023-10-16 23:44:16 UTC

Ideas from Reflections

raeleerandall — 2023-10-17 00:24:08 UTC

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.

The consultation trial is over! What's next?

raeleerandall — 2023-10-17 02:58:59 UTC

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.

raeleerandall — 2023-10-17 03:25:01 UTC

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.

Roll out of further capability building

raeleerandall — 2023-10-17 03:29:40 UTC

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.

Student C Profile

raeleerandall — 2023-10-20 03:45:53 UTC

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.

Artefact from consultation with Lachlan.

raeleerandall — 2023-10-20 03:52:24 UTC

raeleerandall — 2025-09-14 08:48:30 UTC