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This Concept Map, created with IHMC CmapTools, has information related to: FINAL SUMMARY REPORT SYNTHESIS, WHAT ? Students ; program designers/implementers student services team and community support workers focus on the need to provide "wrap around" social support for PI students All boundary partners agree on the "ends " / WHAT needs to be accomplished ie Appreciate the need for the integration of • Engagement through culturally appropriate actions; • Aspiration to expand PI student options • Inspiration to apply leadership that engages others in expanding life choices. All boundary partners emphasize the need for a team approach where members build trust & rapport with PI students as necessary prerequisite to intervention success. Students and the designers/implementers valued the role of the PI student group as an essential support group for PI students Students, implementers, student services members and community support workers highly valued the capabilities of the community partner to complement team operation All boundary partners indicate that the program has been attended and "enjoyed" All students interviewed could and did articulate benefits they have gained personally • Self efficacy It’s easy for other people to look down on you BUT I’m the one ;Its up to me whether I listen or not ; • Workplace skills VAL I’m now confident going to interviews I’m ready for the job. • Aspiration I can achieve my goals ( despite the put downs ) • Inspiration I have been able to help my bother with his school plans Yr 10 don’t think about the future so I have been able to help DIFFERENCES OF OPINION Ideas where stakeholder groups /individuals expressed different views Contributing individuals hold different views about the appropriate balance point on the 'moral purpose" continuum GET THE STUDENTS READY FOR SCHOOL / CHANGE SCHOOL PRACTICES TO FIT CULTURAL NEEDS OF PI STUDENTS Contributing individuals hold different views about the congruence between agreed 'ends" and " means " of achieving success ie • Build student confidence;self respect; group cohesion delivered through real life experiences/culturally relevant "activities " responsive to the issues of the day as the "content " VS a written curriculum supporting planned, sequenced activities to support teacher delivery The degree to which people involved know/understand /have the capability to contribute their expertise to a shared team intention( teacher opt out of shared responsibility by referrals ) Differences of opinion between admin and implementers about PIMSIP capacity to demonstrate that the strong relationships between the implementation team and the PI students resulting in culturally appropriate attitudes and behaviour evidenced inside PIMSIP to transfer to the benefit of the wider school community SO WHAT?, DATA SET 6 ???? WHAT ?, SO WHAT? A STORY OF TWO STUDENTS NOW WHAT? Given the data limitations and the cautions about attributing outcomes directly to a single program intervention in a holistic school approach, there are enough indicators from this prototype analysis to suggest that such an exercise may add value to program design, monitoring and review with minimal effort. The application of expertise to ensure the excellent One School data base can be converted to simple trend analysis to inform a priori intervention design, real time proactive program adjustment and post hoc outcome reporting , may provide a high Return On Investment. The goal is to level the playing field between community partners and educators and allow each to have access to the same data in meaningful forms so each can contribute their specific expertise .where and when needed. The measure of value added is that more individuals attend more ,behave better , attain more and hopefully reach their goals more often, DATA SET 4 ???? WHAT ?, SO WHAT? SO WHAT have we learned from this experience ?;- Key learnings Do we pursue Documents not available to this review include ?? • Documented curriculum materials and teaching materials • Completed PIMSIP referral forms • Records of meetings of PIMSIP governance arrangements Congruence of intent within and across documents is difficult to track.. Different authors composed documents in response to different frameworks and applied different language to the design, implementation and review phases of PIMSIP The function of program design has been performed by one of the school guidance officers who , with team support was successful in securing the NAB Schools first seed funding of $25K While the admin team engaged in the program design and monitoring remained relatively constant , there were considerable changes in the role each played ( ie principal leave necessitated a number of internal leadership team changes ) NOW WHAT?, WHAT ? Documents not available to this review include • Documented curriculum materials and teaching materials • Completed PIMSIP referral forms • Records of meetings of PIMSIP governance arrangements PIMSIP has been delivered in a context of changing people , partners and purposes Congruence of intent within and across documents is difficult to track. . Different authors composed documents in response to different frameworks and applied different language to the design, implementation and review phases of PIMSIP Aspirational goals are more likely to be couched in value laden terms Strategies are based on the hypothesis that • increased engagement in class ,results in higher rates of attendance that leads to increased potential academic attainment NAB Schools First proposal • a layered response to the situation and a wrap around model that is embedded within the whole school community is preferred (NAB Schools First proposal • The longer term approach is to progress referred students through the phases of Engage, Aspire ; Inspire ( Relate cdp strategic plan 2010) Inputs and activities focus heavily on community engagement and the development of teacher awareness of cultural difference Measures of success , when included, are more likely to be expressed in terms of hard data on attendance , attainment and school disciplinary absences with little emphasis on recognition and reward for the soft social capital development espoused in aspirational goals. Of the 87 students who participated in PIMSIP in 2010 ,36 were referred again in 2011 ( 41 %) Some 34 FACTORS influencing student performance were identified in the student referral form. The NAB proposal identifies the intention for VAL students to become the mentors and work with younger peers within the school community PARENTS The NAB proposal indicates a genuine willingness to work in partnership with Pacific Island and Maori parents and communities - an identified best practice cited by the Pacific Island Framework for Action in Education. There is an anticipated increase the involvement of parents in the life of the school community . COMMUNITY A semantic map of the NAB proposal identifies 50 uses of the word community in comparison with 2 of the word teacher Many of these focus on the role of “the community partner “ & “ community mentors “ as representatives of the school PI community. The community partner was engaged in 2010 and again in 2011 on the strengths of the 2010 School Annual report “ A partnership between Forest Lake SHS and Relate Community Development Program (CDP) specifically addressed identified needs of students of Pacifika and Maori cultural heritage. The positive outcomes of this partnership were used as the platform for a successful National Bank of Australia Schools‟ First Application (valued at $25000). The Service agreement identifies an agreement for the community partner to establish a Community linkage – visitation program DESIGNERS The role is not specifically mentioned in the documents examined . The function has been performed by one of the school guidance officers who , with team support was successful in securing the NAB Schools first seed funding of $25K TEACHERS The NAB Schools First Funding Application defines the following focus for teacher engagement • Cultural awareness progressions by providing appropriate cultural training to increase teachers’ understanding of Pacific Island and Maori culture, structure and family system, as well as preferred learning styles. A word cloud generator of the 25 most commonly used works in the NAB Schools First Funding Application The service agreement does not mention any role for class teachers in the delivery of PIMSIP admin strategic team: school management team; case management of team SO WHAT?, SO WHAT? Theme 1 Goal setting Necessity to spend the time to make sure the written goals and unwritten expectations of outcomes are clear to everybody Theme 2 School ethos Alignment of PRIDE as the espoused values with the interpersonal skills and values that everybody needs to practice and model ( NOT ‘outsource responsibility ) Theme 3 Choose the people carefully Build consortiums /coalitions of people who can do things together better than they can operate alone Theme 4 a priori Project design , implementation and review needed to make a wholistic system work • Community expertise in culturally appropriate relationship building • The curriculum design skills necessary to align intervention to the real work of schools • The Administrative skills AND the authority to manage the project as part of the school strategic intent o find and allocate the resources of people ,time and money and o integrate the contributions of the different people and o monitor /evaluate/provide feedback to adjust program delivery as contexts change DIFFERENCES OF OPINION What constitutes “Culturally appropriate practices”? • Self awareness of personal cultural capital /knowledge of the common human relationship practices VS responding to the diversity of cultural groups ( teacher ; Vietnamese ;ATSI ; PI etc etc ) /skills in enacting personal values congruent with PRIDE NOW WHAT? How do we conduct the a priori due diligence that assures congruence between competing priorities of • School espoused ethos / enacted curriculum /systemic accountabilities /resource limitations • Community group mission , vision and capabilities / • Funders short term output accountability requirements ? How do we harness the complementary contributions required for PI interventions ? • Community cultural understanding • Curriculum design expertise • School organisational /administrative pragmatics How do we collect and use information to track "value added" to student outcomes that • Celebrates the changes in the traditionally hard to measure 'soft skills' attitude/aspiration inspiration, resilience AND • Satisfies the requirements to measure changes over time in patterns of attendance, suspensions ,attainment for individual students to guide interventions NOT provide post hoc reports.? How do we go beyond the limitations of this pilot inquiry to • Engage parents and teachers in contributing their perceptions of value added by PIMSIP ?, SO WHAT? Conscious choice of an approach balances time saved by planning\ resources consumed by fire fighting during implementation Invest resources in developing good teaching practice congruent with the school espoused culture in PRIDE Prepared ; Respected Included Dedicated Educated (high expectations of students; communicate clearly, sensitively, and frequently; and show respect to students and parents) VS developing awareness/knowledge,skill application of culturally appropriate pedagogy for the 30/40 diverse cultural backgrounds of the 1000+ students enrolled Focus parent engagement strategies on soft entry approaches 3 things to do that work • Realistic expectations ( SET planning ?) o general agreement between the child and the parents on the value of a college education, parental sacrifice to save for the child’s college, and the value of a personal work ethic • Talk about school @ home ( or to someone as a significant other ?? ) o a spirit of communication either exists between parents and their children, or it does not. Family communication typically takes years to develop • Parenting style o those parental styles with a combination of a strong expression of love and support and a beneficial degree of discipline and structure tend to provide the healthiest environment in which children can grow Respect the cultural authority of known leaders from the cultural diversity that is Samoan,Tongan ;Maori; Fijian and network the networks of people who can inform culturally appropriate practices Make time for intentional design that links design, implementation and review systems . Focus on changing the behavior, relationships, actions , and activities in the people, groups, and organizations that the intervention relies on directly rather than waste time on attempting to make causal links between inputs, outputs, outcomes and impacts ie Attendance as a lag indicator of engagement and a lead indicator of attainment ??? NOW WHAT? I hope we can conduct a strategic conversation between the principal and the community partner to at least have a good failure Look for strengths we have gained ; be honest about the challenges ahead and DO SOMETHING DIFFERENT NEXT TIME, WHAT ? Context factors outside school influence impact on daily operation Asset based approaches VS cultural diversity as deficit are based on personal values that may need to be challenged Service learning and VAL supported Significant change in what works as “ parent engagement Schools can no longer be expected to provide all required support for students. Many parties working together is a fine idea if the collective will and skill exist to provide a greater return on investment than time to manage the relationship. SO WHAT?, WHAT ? DEMOGRAPHY Pacific Islanders have been described as ‘statistically invisible’ in Australia, because many have migrated from or through New Zealand, and are identified in Australian Census data as New Zealanders. (At 30 June 2010, Persons born in New Zealand accounted for 2.4% of Australia's total population,) Migration policies between NZ and Pacific Island nations/ Australia define entry requirements that impact on access to welfare payments for families and funding to pursue earning and learning pathways for students. Queenslanders from Pacific Islander backgrounds comprise approximately 1.92% of the Queensland population The Pacific Islander populations are growing fast in Queensland. There are inconsistent labeling conventions across ABS,, school data and student/parent supplied information to the extent that the term fails to capture the diversity of cultural capital these peoples bring to the school. Ie • Of 1025 students enrolled in FLSHS 252 ( 19.4 % or 10 times Qld distribution rates )have been identified as Pacific Islanders . • Parents have chosen to use Samoan, New Zealander, Maori,Tongan, Fijian to describe their cultural origins The distribution of the five cultural groups represented in FLSHS enrolments are broadly congruent with Australian 2006 migration patterns Students reside in the following post code areas • 4078 FOREST LAKE /ELLEN GROVE 75% of P! students • 4077 INALA /DOOLANDELLA 15% of PI students enrolled • 4300 CAROLE PARK /SPRINGFIELD 4% of PI students enrolled • The remainder are distributed across 5 other postcodes f 197 family groups reside in the full spectrum of housing available within the postcodes identified 113 family groups have given permission for 138 students drawn from all cultural backgrounds to be referred to PIMSIP during 2010/2011 to participate in the Engage; Aspire ;Inspire elements of the intervention . Students engaged in PIMSI programs reflect program goals BUT high referrals of YR 8 in 2011 compared with 2010 ATTENDANCE For the sample of 130 students , more students increased their total absences than decreased them between 2010 to 2011 One student improved total absences from 79 total absences (28 Unexplained ) in 2010 to 32(17 unexplained ) in 2011 ; One student regressed from 22 total absences (6 unexplained )in 2010 to 61(13 unexplained ) in 2011. ATTAINMENT 11 from the 40 students in the sample drawn from PIMSIP referrals attained a Year 9 minimum standard or above in the year 9 NAPLAN tests of reading 3 students from the sample of 40 students drawn from PIMSIP referrals attained a Year 7 minimum standard in year 9 NAPLAN tests of reading Using the sample size of 40 randomly chosen students from PIMSIP referrals ,there are no consistent patterns of improvement or regression in school English results over the 2010 /2011 timeframe One student improved for an E in English to a B in English while one student regressed from an a to A in English to a C over the On the available data , there appear to be no patterns that link attendance patterns with English attainment SO WHAT?, DATA SET 5 ???? WHAT ?, DATA SET 3 ???? WHAT ?