1. Nationally Consistent Collection of Data School Students with Disability 2014 Regional Workshop

2. 2014 Workshop Overview Background and Purpose The Data Collection Model  Preparing for the Data Collection  Step 1 – Identifying students and obtaining consent  Step 2 – Determining the level of adjustment  Step 3 – Determining the broad category of disability  Step 4 – Verifying and submitting the data*

3. Purpose of the Data Collection Every Australian school The number of students with disability, where they are and the level of adjustment they receive Consistent between all education sectors To inform policy at state and federal level, including support and resources for students with disabilities across all Australian schools

4. Support for schools In 2014 there are a range of supports to help schools prepare for and implement the Data Collection: –Websites DEECD http://www.education.vic.gov.au/school/principals/health/Pages/dat acollection.aspx http://www.education.vic.gov.au/school/principals/health/Pages/dat acollection.aspx National http://www.schooldisabilitydatapl.edu.au/ http://www.schooldisabilitydatapl.edu.au/ –Manual, facts sheets, template consent letters, FAQs –Online professional learning; Disability Standards for Education and The Data Collection Model –Regional workshops –DEECD telephone hotline and e-mail –One-off grant to all Victorian Government schools

5. The Data Collection Timeline - 2014 Start Term 2 Principal nominates staff/school team to manage the Data Collection in their school Communication with school community about the Data Collection Staff professional learning During Term 2 Step 1 (Identify students and seek consent) Step 2 (Identify level of adjustment for each student) Step 3 (Identify broad category of disability for each student) Term 3 Step 4 (principal verifies data and data recorded in CASES 21 on or before 1 August) Minimum 10 week period prior to Collection (term 2)

6. Preparing for the Data Collection 1.Inform the school staff 2.Inform the school community 3.Plan the school’s approach 4.Undertake professional learning a)Understanding the Disability Standards for Education (DSE online learning for Educational Leaders) http://dse.theeducationinstitute.edu.au/login/index.php http://dse.theeducationinstitute.edu.au/login/index.php b)Understanding the Data Collection Model http://www.schooldisabilitydatapl.edu.au/ http://www.schooldisabilitydatapl.edu.au/

7. The Legislative Framework The Disability Discrimination Act 1992 – (DDA) The Disability Standards for Education 2005 – (DSE)

8. The Data Collection - Step 1

9. Step 1 Does the student meet the definition of the DDA? Is the student provided with an adjustment? Is there evidence to show the school has followed Disability Standards for Education processes? Consultation and collaboration Assessment of individual need Ongoing monitoring and review

10. Step 1 cont… Obtaining Consent Targeted opt-out consent

11. Step 2

12. Step 2 – Determining the Level of Adjustment 1.No adjustment at this time 2.Supplementary adjustment 3.Substantial adjustment 4.Extensive adjustment Ref: DEECD Data Collection Manual Pages 40-41

13. Step 3

14. Step 3 – Determining the Disability Category 1.Physical 2.Cognitive 3.Sensory 4.Social/ Emotional Ref: DEECD Data Collection Manual Page 44

15. Record Keeping - Individual Student Checklist

16. Step 4

17. Step 4 – Submitting the Data Data is to be entered into CASES21 on or before 1 August 2014. Following entry of data in 2014, Data Collection grants will be transferred directly into school bank accounts: –$750 for schools with student enrolments under 200 students –$1,500 for schools with student enrolments over 200 students. Enter data by following the instructions on Page 31, Chapter 16, ‘School Management’ in the CASES21 Administration Guide.

18. Step 4 – Submitting the Data On or by August 1 st

19. DEECD Support - Contact Details Phone: (03) 9651 3621 Email: disability.data.collection@edumail.vic.gov.au disability.data.collection@edumail.vic.gov.au