Northern ICAN

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Northern ICAN DARE to DREAM

• Aim
• To support 80 Aboriginal students transitioning
  from Year 7 through to Year 9 in 2007
• To provide individual case management and
  community involvement in Indigenous education in
  the Northern area through whole of community
  based approach to family case management .
• To focus on personalised learning as an
  effective and powerful tool in supporting those
  most at risk
• Demonstration of community capacity building in
  the development of sustainability

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Northern ICAN DARE to DREAM

• Projected Outcomes
• To focus on developing individual learning goals,
  and personalised learning experiences
• To support improved school engagement and
  attendance through relevant individualised
  learning
• To assist family and students well being through
  connection with the available community supports
• To develop a school resource which facilitates
  the accessibility of Indigenous specific
  community supports

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Northern ICAN DARE to DREAM

• Program Rationale
• The three predominant environmental spaces where
  a young person, under the age of 19 engages and
  interacts are
• Home
• Community/public
• School

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Northern ICAN DARE to DREAM

• Program Rationale
• These three spheres of influence offer 5
  potential areas for engaging a young person and
  they all interact and influence a young persons
  attitudes, and, attendance to their individual
  learning capabilities. They are
• Culture
• Recreation
• Education
• Peers
• Health
• The Dare to Dream program attempts to develop a
  bridge of connectedness across the 5 areas of
  potential engagement through a whole of community
  based approach to family case management in
  partnership with the Aboriginal Education Workers
  and Teachers within school sites

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Northern ICAN DARE to DREAM

• D2D Family Case Management, Community based
  approach
• This means that a across district culturally
  aware model allows for the case management of
  families-brother, sisters, cousins, uncles and
  aunts that often attend different schools but
  live in the same household or move from household
  to household
• Formal communication and program development
  facilitated by the Project Officer and various
  community groups including a Dare to Dream parent
  and youth reference group
• The model focuses on year level specific cohorts
  beginning with yr7-10 entry with a focus on
  school attendance and retention outcomes
  including community based learning and
  development

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Northern ICAN DARE to DREAM
Summary of Model
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Northern ICAN DARE to DREAM Summary of Model
Governance
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Northern ICAN DARE to DREAM
OUTCOMES The program has now been in operation
since January 2006 Participant Numbers as of
the end of term 2 2006    
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Northern ICAN DARE to DREAM
OUTCOMES Participant Attendance Data vs Baseline
Data as of the end of term 2 2006    
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Northern ICAN DARE to DREAM
OUTCOMES Social and family Issues of students
   
Key LEF Living with extended family GOM
Guardianship of the minister Sus/Exc school
suspensions or exclusions MH Mental Health
issues SA substance abuse DV domestic
violence LAN poor literacy and numeracy
skills LMH Living with people that have Mental
Health issues
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Northern ICAN DARE to DREAM

• Learnings to Date
• Case management of the young person and their
  family coupled with appropriate intervention is
  having a positive impact on school attendance
  rates
• Culturally appropriate spaces and places engage
  Aboriginal students.
• A whole of community approach supports the
  implementation and the achievement of objectives
• Good communication between students, parents and
  school staff are the corner stone of success.
• A whole of school / district approach supports
  the implementation and the achievement of
  objectives
• Issues of low literacy and numeracy needs to be
  addressed as a priority

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Northern ICAN DARE to DREAM
Potential Policy Implications   DECS to have a
greater focus on local community liaison and
connections with school sites. Therefore,
developing a whole of community approach to young
peoples learning   Culturally appropriate
literacy and numeracy programs, which focus on
building resilience and self confidence need to
be implemented   Student support services The
provision of health and welfare services at the
point of delivery of school programs is vital in
communities in which there are high levels of
poverty, family breakdown, and unemployment..   C
reating a positive learning culture via, a
stronger focus on pedagogical strategies to
enhance student learning in and outside the
classroom is needed, for example negotiated
learning processes, more individualized
instruction with case management and shared
responsibility being the foundation of success