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Student services and support programs

Welcome to Bounty Boulevard State School. We look forward to working with you on your child’s learning journey. This information is updated each year to reflect current policy and practice.

Schools & teachers plan for every student to participate and learn. Students with disability join in the same curriculum activities & learning programs as other students in the class with the support of suitable adjustments. This involves explicit teaching and scaffolded learning, teaching both the concepts on which the task is based and the language demands of the task, enabling all students to participate in the curriculum. Schools support students by using differentiated teaching practices, assistive technology and where necessary focused and intensive teaching. (DET One Portal)

Students with a disability are supported through school processes detailed in this document. Disabilities can include such diagnoses as Dyslexia, Dyspraxia, Anxiety and general learning disabilities in addition to those categories supported through Special Education Program (SEP).

 

Structure

Inclusive Educational Benefits:

 

  • Parents want their children to be accepted by their peers, have friends and lead "regular" lives. Inclusive settings can make this vision a reality for many children with disability.
  • Respect and understanding grow when children of differing abilities, cultures and backgrounds play and learn together.  
  • Schools are important places for children to develop friendships and learn social skills. Children with and without disability learn with and from each other in inclusive classes.
  • In inclusive classrooms, children with and without disability are expected to learn. With high expectations and good instruction children with disability learn academic skills. Because the philosophy of inclusive education is aimed at helping all children learn, everyone in the class benefits. Children's individual needs are met and they learn within a nurturing environment
  • Positive self–identity, especially as students get older, may be developed through positive relationships with peers. As with students without disability, students with disability require positive relationships with peers to help them learn about themselves.

In supporting a student with disability it is critical staff:

  • Recognise the friendship needs of students
  • Recognise the student, like their peers, has the capacity to be a great friend.
 
Whole School Support
 
 
 
 
Possible members of the whole school team supporting the student in consultation with their parents/caregivers. 
 
A whole school approach refers to a shared commitment to quality teaching and improved student achievement that recognises diversity (including students with disability) at school and classroom level.
 
 This approach is implemented by the whole school support team, consisting of a wide range of staff supporting student access, participation and achievement.
 
 A whole school approach directs support to different levels of student need. Schools identify the appropriate layer of support through analysis of student data and ongoing monitoring of student progress. Support ranges through increasing levels of adjustments, monitoring of student learning and behaviour, and involvement of support staff and can include Differentiated Teaching, Focused Teaching or Intensive Teaching.
 
 

STAFFING:

 

Special Education Programs (SEP) supports students under the Education Adjustment Program (EAP) in the areas of:  Autism Spectrum Disorder, Intellectual Disability, Speech Language Impairment, Vision Impairment, Hearing Impairment, Physical Impairment

Students who are diagnosed under one of the six EAP categories must go through a complex process of Verification and Profiling in order to meet criteria. Paperwork is submitted online and it takes some time for this to be processed by the verification team.  Each student who is verified, has an Educational Adjustment Profile completed by the Support Teacher with the Class Teacher, which notes type and frequency of adjustments needed. Resourcing is not student specific.

Students with other disabilities, including Dyslexia, Dyspraxia, ADHD, Anxiety, Diabetes and other conditions also have adjustments made and recorded.

 

Student Support Team

School Support professionals including the Guidance Officer, Head of Diverse Learners P to 2 and 3 to 6, Support Teachers, Therapists: Speech Language, Occupational and Physiotherapists and Deputy Principals meet with Class Teachers to hold case conferences to recommend strategies and programs for Students referred by Class Teacher through parent consultation.

 

Class Teacher:

The Class Teacher is the primary point of contact for all students and their parents. The Class Teacher teaches the whole class, differentiates instruction for differing levels of needs in the class and makes adjustments for students in the class.

Support Teacher:

Maintain documentation, (including AIMS and Verification if supported under SEP/EAP); gather and analyse data; facilitate and lead collaborative meetings with groups & for individual students; manage resourcing; build capacity of staff, students and other stakeholders; manage and support trained TAs; liaise with parents; provide supportive programs and strategies for students to access lunch breaks, excursions, specialist lessons and camps; access, plan and document recommendations, equipment, strategies and programs for students in the areas of Social Emotional Wellbeing, Health and Personal Care, Safety, Communication & Curriculum

Support Teachers work in Curriculum and in Access-

Differentiation layer: model inclusive, needs based practices and adjustments in classes and groups, support class teachers to build capacity.

Focused & Intensive teaching layers: build capacity with trained TAs, write focused teaching programs or access quality evidence based programs, group students on a needs basis, monitor and record progress of these students in Support Provisions. In collaboration with Class Teachers, may also teach the class at times to allow class teacher to work directly with students, work collaboratively with class teachers. Provide direct support as accessible to identified students, accessing, resourcing, implementing quality intervention programs.

Teacher Aide: Teacher Aides support Teachers to implement in class and supplementary programs &:

Record interventions and programs to provide feedback to Teachers; manage resources; liaise with Teachers; inclusively provide support for students as directed to further those students’ access to lunch breaks, excursions, specialist lessons and camps; document programs they have been entrusted with for students in the areas of Social Emotional Wellbeing, Health and Personal Care, Safety and Communication, Curriculum

 

Teacher Aides work in Curriculum and in Access-

Differentiation layer: Implement inclusive, needs based practices and adjustments in classes and groups, support class teachers to implement strategies and programs developed by teachers

Focused & Intensive teaching layers: implementing focused /Intensive teaching programs provided by Support Teacher or Class Teacher at group level, Provide direct support to identified students, implementing quality intervention programs, record progress of these students & report to Support Teacher or Class Teacher

 

Teacher Aide Support:

Promoting independence and self–advocacy.

Learning happens in many ways and places at school, not just in the classroom. For example, we know students learn a lot about how to make and keep friends by socialising with others before school, at break times and by learning as part of a group. We also know students may develop resilience and confidence, and learn how to solve problems by making mistakes and taking risks in a safe and supportive environment such as a school.

When students with disability are sheltered from making mistakes and taking risks due to the intensity of adult support at school, they may learn to rely on this support to help them learn. This may result in students not developing the tools and strategies to learn and make decisions without intensive support.

Research tells us that over–involvement by teacher aides or excessive close proximity to teacher aides during support may have a negative impact on "student's wellbeing, learning & social interaction with peers."

 
Some students with disability may be dependent on others to help them with activities such as personal care, mobility or communication. It is vital they do as much as possible for themselves, learn how to ask for help and also how to refuse inappropriate assistance. Staff help students develop skills they will require long term in managing their support–whether it is offered by a family member, friend or an employed carer.
Support for students with disability needs to be provided in such a way it promotes the student's inclusion, independence, choice & connection with peers.  Like all students, those with disability benefit from learning:
  • it is OK to make mistakes
  • there are important lessons to be learnt from making mistakes
  • to take responsibility for the decisions and choices they have made and will need to make into the future
  • understanding what happens when they make certain decisions.

General Support Strategies 

Cues and prompts are signals and messages that communicate to a student they are required to behave or respond in a particular way or complete a specific task. Cues and prompts can be visual, verbal or gestures and are often paired together. For example, a gesture may be accompanied by a verbal prompt. They are often designed to suit the specific needs of a student in a particular context. For example they may be a hint, or they may show a student how to complete a task step by step.
The correct use of cues, prompts and feedback assists all students to learn. It is important to offer a level of support which motivates students to be active learners. The amount and type of support needs to be monitored so students do not become dependent on it. The goal is for student to become as independent as possible. As a general rule, start with the minimal support prompt.
Therapists
Students who are verified under the SEP/EAP have access to therapists (DET Occupational Therapists, Physiotherapists and Speech Therapists) to assist with programming recommendations. Requests for these services are submitted and therapists take these through a process across their allocated schools. Advice as to access can take some time after submission of requests. Students with other disabilities benefit from the advice and strategies provided by DET therapists. Reports by private therapists provided by parents are welcomed to assist with adjustment planning.
GENERAL:
Behaviour:
All students are bound by the Bounty Boulevard State School Responsible Behaviour Plan for Students.
Bounty Boulevard State School provides a network of student support.  Students are supported based on their individual needs and their individual circumstances.  Our program is framed through Positive Behaviour for Learning (PBL) which ensures that students are taught expected behaviours in a structured program which is reinforced through class processes.
When behaviour is inappropriate, the situation will be assessed case by case to determine the support level that is required for the student at that time. Support in the area of behaviour can include the following: writing social stories to assist student to understand context, role plays, support to attend Reflection room, debriefing to discuss concerns, attendance at Supervised Play and Play plan showing location of play at different breaks.
Some students may benefit from the provision and implementation of an Individual Behaviour Support Plan (IBSP) to ensure that all stakeholders have alignment in goals and strategies.
Camps, Excursions, Sports Days, Swimming lessons:
Support is provided for these activities through a range of measures ranging from liaison with parents or teachers to discuss the student specific needs, putting in place some of these strategies and the distribution of this information to other stakeholders. Support staff may review processes and timelines with students for whom this is a need. Independence and Self advocacy are supported through judicious use and appropriate fading of prompts.
Communication from our school
Parents are strongly encouraged to read the school newsletter which is published to the website several times per term. There is extensive information available on the school website as well. Some important notices are listed on the electronic board at the front of the school. It is also recommended that parents download and install the QSchools app on tablet or smart phone. This app enables rapid access to newsletters and other information on portable devices. It is also suggested that parents register for QParents.
Contact with staff
Teachers (Class Teachers or Support Teachers) are the staff members able to discuss a student's educational progress with a parent but of course we seek and encourage a warm and friendly relationship between all members of the students’ support teams. Parents are encouraged to make appointments with staff rather than seeking extensive impromptu feedback to ensure focus can be directed.
Curriculum
Schools have an obligation to ensure equity of access to the Australian Curriculum for all students. All students are entitled to participate in the Australian Curriculum for their age cohort.  Students with disability may have their learning focus adjusted to meet their individual needs. This may include:
  • adjustments to the teaching and learning strategies offered to the class cohort, e.g. visual aids supporting students to follow a learning sequence or their timetable
  • adjustments within the general capabilities targeting literacy, numeracy, and personal and social capability learning, e.g. focused literacy or social skills development through a science lesson.
  • Curriculum provision for some students with disability may also support the development of adaptive skills, e.g. communicating, safe behaviours, etc.
  • adjustments: measures–or actions–taken by an education provider that assist a student with disability to participate on the same basis as a student without disability
  • Explicit Instruction used by all teachers- research based pedagogy proven to particularly support students with disability forms the cornerstone of instruction at Bounty Boulevard and supports Differentiation.
Homework
Students are provided with homework in line the school’s policy. If you feel the allocated work needs adjustment or presents other difficulties, please speak with your child’s class teacher or Support Teacher to discuss options.
Personalised Learning Records
An overview of support and adjustments for the SEP students and students with other disabilities is reviewed each year with input from Class Teacher, Support Teacher and Parents. Depending upon student need, this can take different forms.
Information to Specialist Teachers: Information about students with advice as to support strategies for individual students is provided to Specialist Staff including PE, Music and other specialist teachers in a brief overview. They liaise with class teacher for specifics. Class teacher may seek advice from support teacher.
Medical and Therapy reports provided by parents/carers to the school:
The school values these documents. Reports provided to the school are useful in planning adjustments for students.
Sometimes parents may have forms and/or reports they need for Paediatric visits. Staff generally need two weeks’ notice to complete these as there is often considerable collaboration with others required. If you know even further ahead of these appointments and inform us, this ensures best data collection.
Medication
Students who need medication administered at school go through the First Aid room, where forms are signed by parents. Please let your child’s class teacher know if there are changes or if there are issues around this at school.
NAPLAN and other Assessments:
Adjustments to Assessments are available to students considered under disability legislation for NAPLAN testing.  The types of adjustments allowed are regulated by the testing authority and are designed to allow students to demonstrate their knowledge. Some adjustments are available for other assessments.
Nationally Consistent Collection of Data (NCCD):
A survey of all students under the broad category of disability within schools is completed each year by all schools in Australia. The information provided to government will enable better targeting of support and resources to benefit students with disability.
Parent Information:
To assist with planning it is important that parents inform the Class Teacher of any upcoming changes which may affect your child. Emails are often a good way to maintain contact.  If you feel there are issues you need to discuss with staff, it is important to make an appointment so that time & focus can be allocated to meetings.
Sensory and Environmental Supports in Class:
Teachers support students by facilitating the use of sensory and environmental supports such as Move n Sit cushion, pencil grips, Visual Timetables, withdrawal chill out zones, take a break systems, focus mats and ear muffs to name a few. Trial materials are often available through the school. Use and implementation is considered through information including Therapy reports. The program is co-ordinated through ‘Tools for Learning’ framework which teaches students and peers about such supports and about equity vs equality.
Social Skills:
Students are supported through the PBL (Positive Behaviour for Learning) program in classes. Regular Circle Time sessions occur in classes which are a research based approach to building confidence and resolving conflict. Other programs, are provided through various departments. 
Support at Breaks:
Bounty Boulevard offers numerous lunch time supervised Play options including: Chess Club, Supernova Play, Technology clubs, Cooking, art and sport. Some students may be required or encouraged to attend at certain times in order to support interactions. The goal of programs differs among students. Rationale may include: social skilling in readiness for joining playground, time to de-stress in structured environment in preparation for improved focus in class, opportunity to invite a friend to play to build a relationship which may translate to the playground and supervision of eating for medical reasons.
Transitions

We have a differentiated program to transition students to Prep. It encompasses a range of measures. The program includes a tour of the school, a class visit by student, student activities with class and parent information session, visit to their new Prep class and teacher in the week prior to school beginning.

To support students to transition between year levels, students visit classes in the area of the school where the next year level are likely to be situated. They learn to find toilets, eating areas and other areas they will use in their new class. They meet some staff from the new year level. We work with feeder state high schools to support students in the transition programs provided by those schools.
We look forward to a rewarding partnership between Staff, Parents/Carers and our students as we seek to build their resilience, confidence and skills to take their place in Queensland’s economy and society.
Head of Diverse Learners.
Updated 11/02/2018 Information contained in this booklet came from  DET Learning Place and  DET Policy documents.