Overview of Structure and Processes

Wellbeing and Inclusion

Leadership Structure

Wellbeing Supports

Processes

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Slideshow Overview

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Leadership Structure

The Who’s Who of Wellbeing and Inclusion Team

Principal in Charge of Wellbeing and Inclusion: Vicki Tentzoglidis

The Who’s Who of Wellbeing and Inclusion Team

Principal in Charge of Wellbeing and Inclusion: Vicki Tentzoglidis

Additional Supports include:

• Provisional Psychologists and Counsellors
• Doctors in Secondary Schools Program

To see where supports are at any time check the WIT Support Calendar Available on the Staff Website - Wellbeing and Inclusion Page

Pilgrim Campus

Barkly Campus

Kinnear Campus

Wellbeing Supports

Resource 2: Your Wellbeing Coordinator

Your Wellbeing Coordinator see the Wellbeing Referrals or can see your student if they want to Self Refer.

They can liaise with your child and refer them to one of our various Wellbeing Team members.

They are also available for check ins.

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They can also provide the following supports:

• Providing Uniform
• Providing Uniform vouchers through State School Relief
• External Referrals

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Resource 1: Your SEE teacher, Learning Community Leaders. Leading Teacher and other teachers

Your child can approach their Homegroup/SEE teacher, LCL or any other teacher who you feel comfortable talking to can put in a Wellbeing Referral on their behalf and be an advocate and support for them in seeking help. �

Parents can also email these teachers to request a Wellbeing Referral

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Resource 3: Provisional Psychologists + Counsellors

We have Masters Student Counsellor and Psychologists from Monash University and Cairnmillar Institute who provide 1-1 sessions for students.

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These sessions are confidential (except for Mandatory Reporting) and can be provided to the students at times best suited for them.

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The psychologists can also provide cognitive assessments for students when required.

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They are supported by our Wellbeing Coordinators and have supervision provided by their University.

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All Counselling and Psychologist students are vetted through an interview process.

Resource 4: Mental Health Practitioner (MHP)

1. Provide time-limited direct counselling and other early intervention services for individual students (or small groups where appropriate) identified as at-risk and/or experiencing mild to moderate mental health concerns. �
2. Coordinating supports for students with complex needs. Including working closely with families and other support (external and internal). �
3. Improving whole-school response to mental health and well-being - Enhancing mental health promotion and prevention activities in the school by building the capability of teaching staff and school leadership to manage student health and wellbeing

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• Referral needed (Can happen through Carly)
• PRIVATE AND CONFIDENTIAL service
• Parental consent needed (unless assessed as mature minor)
• Voluntary service – Student needs to consent to support and be willing to engage
• Structured / goal orientated sessions – does not operate as a ‘drop in’ service

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Resource 6: Health Promotion Nurse

The Health Promotion Nurses are there to provide whole school and campus specific health advocacy. They take on initiatives suggested by both leadership and students. �

They can provide advice for issues around sexual health and help seeking in our local community. They also order food for the campuses and will be starting/supporting Breakfast Clubs at each campus.

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They also run initiatives at each campus specific to their needs. These include:

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• Lorax Club at Barkly and Pilgrim
• Drumming Group at Kinnear

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Resource 5: Doctors In Schools!

We are lucky enough to have our Headspace run Doctors in Secondary School program up and running again in 2023 at all three Campuses!

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Dr Bal Information

- Dr Balvinder Khaira (Dr Bal) is an experienced GP with a special interest in mental health. He has worked for the doctors in secondary schools program (Diss Program) for almost 3 years across a number of schools around Melbourne. He has been living in the inner-west of Melbourne for almost 10 years now, and considers himself a true "westie".

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The Doctors in Secondary Schools program provides primary health care services to 100 Victorian government secondary schools. The program funds a general practitioner (GP) and Practice Nurse (PN) to provide onsite primary care for students. They can do the following:

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• Counselling Services
• Mental Health Plans
• General Health Check Ins
• Sexual Health related issues

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Booking Process and information is posted on Compass for students and parents.

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Other Initiatives

Inclusion

Support for High Needs and Funded Students

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• Can lead and organise Student Support Groups with external supports help
• Create, update and share Individual Education Plans (IEPs) for for Program for Students with Disabilities (PSD) funded and unfunded students where required.
• Oversee the PSD at the school and organise support for students with PSD or any other form of funding. This program is currently being phased out.
• Help with the role out of the Disability Inclusion Profile (DIP) the new Funding Model
• Investigate and complete the application for DIP applications.
• Help provide professional learning to staff members

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Supporting Students with Additional Needs

Our Inclusion LT help support student by:

• Address parent concerns about special needs for their child
• Liaise with students, teachers and parents about special conditions and adjustments for assessments
• Support student applications to VCAA for Special provisions for Yr 12 exams.
• Liaise with coordinators, students, parents, timetablers re special conditions for Yr 10 and 11 exams.
• Liaise with coordinators re necessary adjustments to student timetables
• Initiate and support information sessions for parents of students with additional needs regarding pathways
• Liaise with VTs, external specialists, Careers teacher, mentors , about programs for students.
• Support lunchtime quiet space for students with additional needs
• Refer students to SSSO, student wellbeing, speech pathologist etc for assessment.

Additional Supports - Kinnear Campus Specific

Special Provisions

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Special Examination Arrangements may be approved for students with disabilities, illnesses or other circumstances that affect their ability to access a VCE external assessment.

Special Examination Arrangements applications are made to the VCAA through the student’s school and must be endorsed by the principal. Such applications will be considered by the VCAA in accordance with the VCAA Special Provision policy.

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• Supports can be put in place from Year 7-11 through the school. Year 12 supports go through VCAA
• The earlier the supports in place the better

Provisions for Year 10 and 11 Exams focus on setting up provisions that will likely be approved at Year 12.

Common Provisions: �

• Rest Breaks (10 minutes per hour)
• Permission to leave the examination room (during rest breaks)
• Typing (not Maths)
• Extra working Time
• Use of Noise Cancelling Headphones (writing time only)
• Permission to take medication

Over Provisions:

• Enlarged exam paper
• Electronic copy of exam
• Clarifier
• Scribe
• Reader

Additional Supports - Kinnear Campus Specific

Special Entry Access Scheme (SEAS)

The Special Entry Access Scheme (SEAS) covers a range of access and equity programs offered by institutions. SEAS is a single application that is sent to all the courses you apply to.

• SEAS helps institutions understand your full potential by considering the circumstances you have experienced.
• SEAS allows institutions to grant special consideration for course entry.
• SEAS does not exempt you from meeting the institutional and course requirements
• Takes place during Applications for Tertiary Studies
• Applicable for VCE and VCE-VM
• Four categories for support including Medical

The SEAS applications are supported by:

• Juli Black (Carer’s Coordinator)
• Carly Clement

Letters of Support can be written by:

• Carly Clement
• Kim Kelley
• Dana Orsanic
• Provisional Counsellors/Psychologists

Processes

Wellbeing Referrals

Wellbeing Referral Triage Process

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• The Campus’ Wellbeing Coordinator and the Leading Teacher for Wellbeing will meet weekly to discuss all referrals. From there one of the following will take place:
• A check in with the student will take place or an email will be sent to the student
• We will then allocate the student to a Wellbeing Service as required (e.g. Prov Counsellor)
• If an allocation has taken place the Wellbeing Coordinator, LCL or LT will introduce the student to the Support they have been allocated and a process of consent is completed with an initial session
• Once consent has been provided the Support person will work to book in all meetings through compass and the sessions will booked under “Student Wellbeing” or “Meeting”
• Students are able to disengage from support whenever they wish.
• The Support person will provide the school with an overview of needs and recommendations for the student when they finish the placement

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Wellbeing Referrals

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Wellbeing Referrals are completed by a Google Form on the Staff Compass page.

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Any Teacher can make a Wellbeing Referral for a student when they have concerns about the social and emotional wellbeing of a student because of:

• Something they have said
• Something they have written/shared
• Something you have seen
• Something you have heard from a reliable source

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Students can also ask a teacher or member of the Wellbeing Team for a referral if they wish.

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Parents can also make contact with a SEE teacher, LCL, LT or Wellbeing Team Member and we can complete the Wellbeing Referral

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All Wellbeing Referrals are added to the student’s Chronicle page on Compass for staff to see. Once a referral has been triaged the staff member is notified.

Reset Cards

Purpose:

To provide students with the option to leave the classroom and attempt to self regulate if their individual calming and coping strategies have not been successful in class. Students are able to leave the classroom to go to the library or other specifically organised spaces to use their specified regulation strategies. Students are expected to return to class after 15 minutes or attend WIT office or admin for additional support.

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• Reset Cards are only to be formalised by WIT staff
• Interim Reset Cards can be created by LCL Team
• Reset Cards will have a signed agreement w/ students and reset cards will be reviewed with students by WIT staff each semester
• Any staff member can fill out a Wellbeing Referral if they are concerned that a student may need a reset card

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Once a Reset Card template has been created by a member of the Wellbeing Team or LT, the template is pinned on the student’s compass post and send around to their teachers.

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When a student uses the card, it is documented on the post by the teacher’s class who is using the reset and the staff member who they reset with.