Transcript_v01
[Upbeat music]
[On-screen text: Disability Inclusion Education for All / Victoria State Government / Department of Education]
Narrator: This Department of Education initiative gives government schools an opportunity to partner with an Inclusion Outreach Coach to build staff capability and improve universal, inclusive practices.
[On-screen text: INCLUSION OUTREACH COACHING / Supporting all students, including students with disability and diverse learners / Victoria State Government / Department of Education]
[On-screen text:
A warm thanks to the schools for participating in and sharing their experience in this video:
Abbotsford Primary School for setting the scene around behaviour support needs and building staff capability to strengthen student voice and agency
Sandringham Secondary College for demonstrating the importance of clear, measurable goals to develop consistent entrance routines
Deer Park West Primary School for showcasing how structured action planning and capability building can support students with complex needs
Appin Park Primary School for sharing their success in transforming classroom environments and improving inclusive practices to sustain continuous improvement
Thank you to all schools for generously sharing your insights, reflections and commitment to strengthening inclusive practices for every student.]
[On-screen text: Abbotsford Primary School (Inner city, bilingual school / EXPLORE]
Keith McNeil: We had a range of behaviours in areas of our school that were concerning to us. We also identified that there was a bit of a knowledge gap with some of the staff in terms of how they approached complex behaviour.
Narrator: This initiative supports schools across approximately two terms, addressing a specific challenge or priority, as well as those schools seeking broader guidance by identifying and addressing their unique needs.
Keith McNeil: Having somebody with specific skills and expertise embedded in the school for a decent amount of time. I knew there'd be a real outcome.
[On-screen text: Initial meeting]
Narrator: The first meeting with the principal and relevant leaders establishes the partnership between the school and the IOC, building the foundations for a positive working relationship.
Keith McNeil: It's a meeting of priorities. How you see children, how you see their behaviour, and how you think teachers should best respond to that.
Narrator: The IOC emphasises the importance of prioritising the work by strategically allocating time and resources.
Angeline Chen: The first thing is having that contextualised understanding of exactly what's going on at a school.
Narrator: Weekly meetings are scheduled, ensuring the appropriate staff can attend. They discuss inclusive practices and resources that are working well in the school and may be leveraged and extended.
Angeline Chen: The relationship between students and the teachers, they're really positive.
Keith McNeil: Here's all this great stuff that you're doing. We're going to focus on some things that we want to improve and make it great as well.
[On-screen text: Data informed decision making]
Narrator: An evidence-based process begins by reviewing the school's data to guide next steps.
Keith McNeil: It's very easy in schools because we get lots of data sets to go look at that. That's really good or that's really not good, but we don't consider what the story is behind that.
Angeline Chen: Effective classroom behaviour and students voice and agency, this data trend decrease through the last three years. So we really want to see what's happening behind this data.
[On-screen text: Implementation Team]
Narrator: An implementation team is established, often with representatives from the school's principal class and teaching staff.
Angeline Chen: The Inclusion Outreach Coach, we are leading, providing that research-based framework for the implementation team to be able to run with guidance.
Narrator: This team will drive problem solving, decision making, planning, implementation progress monitoring and evaluation.
[On-screen text: Problem solving, Decision making, Planning, Implementation Progress monitoring and Evaluation]
Angeline Chen: Building relationship is crucial. I'm here as a partnership. You know we actually doing work together.
Keith McNeil: But also she had high expectations and kept us all on track, which is really key.
Narrator: With the implementation team in place and the school's strengths identified. The groundwork has been set for preparation of the Partnership Agreement.
[On-screen text: Sandringham College (Dual campus secondary college / PREPARE]
Michelle Lynch: The original request was around being able to create an orderly learning environment. How can we make sure that all of our students are ready to learn.
Narrator: The next step of the partnership is to create a blueprint for the work. Together with school leadership and guided by the IOC, the Implementation Team co-creates a Partnership Agreement that defines the goal, outlines responsibilities and explains how progress will be monitored and outcomes evaluated.
[On-screen text: Problem identification]
Beck McCowan: One of the questions I always ask is what sources of data would you like to improve with this work? We need to work out where we are and where we want to go to. Identifying that gap is really important.
Narrator: The IOC facilitates the team through an evidence-based problem solving process. The team's first step is to take a data-based approach to identifying a problem around which the partnership will focus.
Michelle Lynch: We worked out that it was taking our students around approximately six minutes to actually start their learning. In any given lesson.
[On-screen text: Problem analysis]
Narrator: The team digs deeper into the data to confirm the problem and understand why it's happening.
Beck McCowan: Are students lining up before they go into class? Where there two lines was there one line?
Kate Wallis: Did they have seating plans? How long does it take for them to be ready to learn?
Narrator: Strategically tackling the right problem ensures actions have real impact.
Michelle Lynch: Once we drilled down and unpacked the data, we realised that whilst there was a routine at the school, it wasn't explicitly taught.
[On-screen text: SMART Goal]
Narrator: From here., the team turns the identified problem into a SMART Goal. Specific. Measurable. Achievable. Realistic. And Time-bound.
Beck McCowan: So our SMART Goal is the average time it takes for learning to commence will decrease from 6 minutes to 4 minutes by week two, term three.
Narrator: The SMART Goal provides a clear target to track progress and drive improvement.
[On-screen text: Signing the Partnership Agreement]
Narrator: Once signed by the Principal and a leadership delegate, the Partnership Agreement becomes the roadmap for the work ahead.
[On-screen text: Deer Park West Primary School (Metropolitan primary school / IMPLEMENT]
Senka King: The focus was really on helping the students to self-regulate by using the classroom schedule on an individual basis.
Ashwini Mana Mohan: There's predictability, there's consistency, and that reduces anxiety for students.
[On-screen text: Action Plan]
The Action Plan is a key component of the Partnership Agreement. It defines tasks, responsibilities, processes, timelines, and checkpoints.
[On-screen text: Tasks, Responsibilities, Processes, Timelines, Checkpoints]
Elizabeth Smith: During this period of time, I'm going to be observed. After that, I'm going to have a discussion. I'm going to get some feedback. I'm going to try and put some things in place. Knowing ahead of time, week by week, what the action plan looks like and how all of those pieces come together to reach our goal.
[On-screen text: Capability building]
Narrator: Allocating tasks to key staff supports the distribution of roles and responsibilities and ensures actions are implemented, enabling sustainability.
Ashwini Mana Mohan: We also have a checklist. It's like a traffic light system - green, red, yellow. And so as we met those goals, we ticked it as we went along and allowed us to work with that fidelity.
Narrator: Staff are supporter to implement inclusion practices through a combination of professional learning, coaching, modelling and feedback.
Senka King: In terms of building capacity of staff. You know, it gives them an opportunity to work in the context of a school in real-time with the students in front of them. And so the learning is much more effective.
[On-screen text: Resource and system building]
Narrator: To further support sustainability, resources developed throughout the partnership are stored in a shared space accessible to all staff.
Ashwini Mana Mohan: So we had daily schedules and breakdown schedules, and they exist in our shared document that we can go in and refine and add to.
[On-screen text: Monitoring progress]
Narrator: The team meets regularly to review the Action Plan and monitor progress towards the SMART goal.
Narrator / On-screen text: Is the data on track to achieve the goal? Did we carry out the planned actions? If not, what were the barriers and how do we overcome them? If so, what contributed to our success?
Narrator: Monitoring the data and the actions keeps the team on track, allowing course corrections and celebrates achievements to maintain momentum.
[On-screen text: Scaling up]
Elizabeth Smith: So this is a lot of work that's been happening in the foundation years of school. But now other teachers are knocking on the door saying, hey, I want in on this. It really works.
Ashwini Mana Mohan: It's shown us it's sometimes you just work in a small group where that need is really targeted that, refine it and get that right, and then we can share it. So I think that’s definitely a learning that we’ve got through this process.
[On-screen text: Appin Park Primary School (Rural primary school / SUSTAINABILITY]
Narrator: In the final phase, the Inclusion Outreach Coach guides the school's Implementation Team to evaluate and review the outcomes and plan next steps to support sustainability.
[On-screen text: Gradual release]
Fiona Carson: The areas we landed on were predominantly around our classroom environments and what cognitive load students had when they walked into their classrooms.
Phillipa Witting: And taking staff through that process, saying, look at the changes that we've seen. This is what it was and this is what it is now. How do you feel about that?
[On-screen text: Completion of Partnership Agreement]
Narrator: An End of Partnership review meeting assists the team to examine the data, reflect on outcomes and confirm whether the goal has been achieved.
Fiona Carson: We probably didn't realize how far we'd come until we took that time out. And we celebrated the data because the data showed in our student attitudes to school survey and our staff survey, that people were feeling stronger, they were feeling more positive and more confident in being able to support all our students that walk through the door.
[On-screen text: Celebrating outcomes]
Narrator: This is an opportunity for the team to acknowledge and celebrate what has been achieved. Visual representation of the data is one way to share outcomes from the partnership.
Phillipa Witting: Our biggest celebration has been our foundation teacher. She still did her routines. She just changed the environment and she noticed the change in the students. And that's the brilliant part of it.
[On-screen text: Sustainability planning]
Narrator: With the IOC Partnership Agreement now complete, the school has tools and processes they may use to independently implement, monitor and evaluate their inclusive practices in the future.
Fiona Carson: We've had meetings in the foundation class with the staff, and we've pointed out specific features of that classroom, and we're starting to roll that out throughout the school.
[On-screen text: Continuous planning]
Narrator: To support sustainability the IOC is available to meet with the school team for two scheduled check ins.
Phillipa Witting: By that stage, three four, we're doing exactly what the foundation one twos were doing. Walking into the classrooms, it's very calm, it's very ordered, it's very routine based.
Fiona Carson: What we've now got in place in our school is a really strong base for what we want a school to look like, and for all students who come through our door to be supported with what they need, and for staff to be able to identify what it is that’s going to make that student have a really successful time.
Narrator: By partnering with an Inclusion Outreach Coach, schools don't just improve systems, they unlock the potential of their leaders, teachers and support staff, equipping them with the skills to improve outcomes for all students, including those with disability and diverse learners.
[Upbeat music]
[On-screen text:
Thank you to participating Inclusion Outreach Coaches
Angeline Chen - Jacana School for Autism
Beck McCowan - Bayside Special Developmental School
Elizabeth Smith - Jennings Street School
Phillipa Witting - Wangaratta District Specialist School
Thank you to participating schools and their staff
Abbotsford Primary School
Sandringham College
Deer Park West Primary School
Appin Park Primary School
Coburg Special Developmental School]
[On-screen text: Disability Inclusion Education for All / The Education State / Victoria State Government / Department of Education / Victoria State Government – Authorised by the Victorian Government, Melbourne]
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