1. Stakeholders update August 2014 June 2013

2.  AODC/RTD staged implementation  National database  NZSL Project  Stakeholder Communications Key Priorities 2014

3. Responding to Wilson Report 2011 Early effective and coordinated services Need to re-organise roles and responsibilities More time for Advisers on Deaf to work with families of pre-schoolers Practical for Teachers of the Deaf to provide services to deaf children enrolled in schools. Manageability for smooth transformation Facing up to the Challenge of National Delivery

4. Identification & Awareness Screeners & Audiologist 0 – 1 years Early Involvement & Language Access Advisers on Deaf Children 0 – 8 years Language Acquisition & Educational Achievement Resource Teachers of the Deaf 5 – 18 years Simplified Service Pathway to Professionals

5. Reallocating roles and responsibilities Governance Group – Administrators, Professionals, Parents Statement of Direction on behalf of Deaf Education Centres and Ministry of Education Managing Expectations and Resources Demonstration Project – in districts that had well established NBHS Learning on a small scale – extend and expand

6. Building Consensus takes time

7. Stage I - Project Region % Notifications 2012 % Population <20 (NZ Census 2006) Northland84 Auckland2134 Waikato89 Bay of Plenty48 Gisborne11 Hawkes Bay74 Taranaki43 Manawatu - Wanganui56 Wellington1011 Nelson –Marlborough - Tasman 53 West Coast01 Canterbury1612 Otago - Southland127

8. Stage I - Roll-out  From July 2013 – June 2014  Two districts - first districts in NZ to introduce NBHS  Aims for first 8 months: to increase time for Early Family Involvement Improved service to school students aged 9 years and over  Manageable start

9. Stage II - Expansion Region % Notifications 2012 % Population <20 (NZ Census 2006) Northland84 Auckland2134 Waikato89 Bay of Plenty48 Gisborne11 Hawkes Bay74 Taranaki43 Manawatu - Wanganui56 Wellington1011 Nelson –Marlborough - Tasman 53 West Coast01 Canterbury1612 Otago - Southland127

10. Stage II - Roll-out  From July 2014 – July 2015  Three more Districts – readiness experienced staff and “stable” NBHS  Double the number of districts

11. NZSL Project The Ministry’s mandate with respect to NZSL currently derives from: Government policy, which prioritises learners with special education needs NZSL’s status as an official language of New Zealand (New Zealand Sign Language Act 2006) the New Zealand Disability Strategy and related Disability Action Plan the Human Rights Act 2003 the United Nations Convention of the Rights of Persons with Disabilities (UNCRPD, 2007, and ratified by New Zealand in 2008) The HRC report A New Era in the Right to Sign. NZSL Project

12. With the right supports at the right time, deaf children can achieve the same outcomes as hearing children. Deaf children need the best possible start so that they can progress alongside their age peers. NZSL Project Retreat - April 2014 (participants - BOT, DANZ and MoE) Aspirational statements

13. The various professionals and organisations working for families and deaf children are unified by their commitment to achieving the best possible outcomes for deaf children. The education system will provide the best possible services and supports to all children, within the constraints of available resources. NZSL Project Retreat Aspirational statements

14. Deaf education should be a positive choice, especially for those children who can benefit from or need strong NZSL support and services, and not just a remedial option for deaf children who have not received appropriate and timely supports and services. NZSL Project Retreat Aspirational statements

15. 1.Deaf children have a right to learn and use NZSL 2.Deaf children have the right to be confident and secure in their cultural and linguistic identities Four Overarching Principles drafted

16. 3.Deaf children have a right to achieve their full potential 4.Deaf children’s best interests will be served when those supporting them work together well Four Overarching Principles drafted

17. What will this look like????? -In the classroom -In the playground -At home - Wider community Putting Principles into Practice

18. Centre Wide Self Review van Asch staff - Professional Goal 2014 “revisiting the principles of bilingual-bicultural approach for deaf students” How do we provide a bilingual - bicultural approach in the 21 st Century? - Not just at a school for the deaf……. - in all settings where deaf students live and learn.

19. Centre Wide Self Review van Asch staff - Professional Goal 2014 What is a bi-lingual – bi-cultural approach ? Draft definition. “ Bi-lingualism is the ability to use NZSL and English language (spoken and/or written) to communicate effectively in every day life. Bi-culturalism is the ability to move freely between deaf and hearing cultures by adapting to, combining and blending aspects of both cultures.”

20. Centre Wide Self Review van Asch staff - Professional Goal 2014 Next steps:  Putting bilingual- bicultural approach into practice Best practice – pedagogy approach  What are we doing now?  What do we need to add?  What do we need to stop doing?

21. NZSL Project Brian Coffey – Special Education strategy Reported to the BOT that the MoE has set aside a budget of 1.8 million dollars to fund a range of NZSL initiatives. The 60+ NZSL priority group will be funded by the MoE The concept of community resource hubs be considered – MoE and DECs to work on this together

22. NZSL Project NZSL students regional focus  Provide access to the curriculum via NZSL  Need to create a bilingual/bicultural environment. We are doing this by: 1/ developing new workforce roles across the region.  Sign Language Tutors  Increase Deaf Resource Teachers

23. NZSL Project NZSL students regional focus We are doing this by: 2/ Providing funding to schools to increase teacher aide time for those students who need communicator/educational interpreter support ( 22 students identified for 2014) 3/ Working with each student’s IEP team to ensure the school and the van Asch support team are working in a collaborative way towards meeting the student’s communication goals. -Resource Stocktake – establishing what is available throughout the country. This will enable the MoE to determine where the gaps are and what resources are missin -Resource Stocktake – establishing what is available throughout the country. This will enable the MoE to determine where the gaps are and what resources are mi

24. NZSL Project NZSL NCEA achievement standards Cognition Education Ltd has been selected to develop the NZSL achievement standards for NCEA levels 1-3, and resources. van Asch and Kelston DECs will have staff working with Cognition on this. NZSL Resource Stocktake cross agency stocktake NZSL Project Manager role (MoE & DEC Board initiative) to provide coordinating support to progress work in an equitable and integrated way nationally.

25. NZSL Project Wellington Demonstration Project NZSL First Signs Sign Language Facilitator - 0-5 years (Deaf Aotearoa New Zealand) -funded by the Ministry of Education

26. Combined Board National Database Joint DECs Project plan approved (April-2014) Step one – Identify the numbers of deaf students and where they are. Step two- What do we want to know about the students? Educational / Social-emotional aspects

27. Stakeholder Communications Students - Ultranet – Core school – Class pages - Ultranet – Regional – News & Views going live! Parent - Ultranet – Website – face to face?? Staff - Ultranet – Annual Cluster Meeting