TEAM AROUND THE LEARNEROverview of the Team Around the Learner approach

Module 2:Describing the Team Around the Learner approach

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Module 2: Describing the Team Around the Learner approach

Overview The aim of this module is to provide an overview of the Team Around the Learner approach to improving outcomes for learners and families.

FocusThis module will support your understanding of:

2 The Team Around the Learner approach

What is Team Around the Learner

When to use the Team Around the Learner approach

Key principles of the Team Around the Learner approach

Team Around the Learner Model

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What is Team Around the Learner?

What is it?

Team Around the Learner provides a framework that promotes a holistic, team-based and individualised approach to supporting learners who are vulnerable and at risk of disengaging or have disengaged from education and learning.

Key people are brought together as a team to coordinate a plan that meets the needs of the learner and supports them to continue to engage in or re-engage in education and learning.

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What are the Key Aspects of Team Around the Learner?

What are the key

aspects?

• Learners are viewed within the context of their family and their environment and are supported by a team.

• There is no time limit to the Team Around the Learner process. The focus is on making sure the needs of the learner are met and sustained.

Team Around the Learner is not a new concept. It demonstrates good practice in supporting learners who require additional support to engage in education and learning.

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Who is involved in Team Around the Learner?

Who is involved?

• Team members may include the learner, education professionals, health professionals, community members, parents/caregivers, external agencies and community members involved in the life of the learner and their family.

• A Lead Professional coordinates the efforts of the team and ensures that all team members are part of the solution.

The team meet regularly regarding the design, implementation and review of a coordinated plan put in place by the team to meet the individual needs of the learner and family.

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When to use Team Around the Learner approach?

Student is engaged in their learning

Student experiences some

challenges in engaging with their

learning

Student is struggling to remain engaged with their

learning

Student is disengaged with

their learning

The Team Around the Learner approach can be adopted as early as needs are identified.

The Team Around the Learner approach can be adopted at any stage of a learner’s journey. Although not all issues experienced by students are problematic initially, it is beneficial to support the learner early to prevent such issues impacting on their learning.

Education professionals may choose to adopt a Team Around the Learner approach at any time. A coordinated approach will help to provide appropriate support for the learner.

Continuum of Student Engagement

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Key Principles of the Team Around the Learner approach

Team Around the Learner Model Team Around the Learner Key Principles

The learner and family are at the centre

Learners experience a coordinated and seamless service

Team Around the Learner promotes positive engagement

Team Around the Learner is outcomes focused

Team Around the Learner is a collaborative and collective team effort

Plan & Coordinate

Support

Monitor & Evaluate

Initiate Contact

Analyse Needs

Plan Transition

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The learner and family are empowered with information and assisted to make the most informed choice for the learner’s needs.

Through contact or screening tools the learner is identified as vulnerable and at risk of disengaging or has disengaged from education and learning.

Relationships are built with the learner and the process of engagement commences

A Lead Professional is identified to support and steer the process.

The Lead Professional engages other team members

An understanding of learner and family history is developed

Information is captured to inform future phases

Informed consent regarding information sharing is obtained

The learner and family are supported through the needs analysis process by the Lead Professional.

The learner and family should experience appropriate and timely assessments and referrals.

Comprehensive needs analysis, assessments and referrals are conducted as required

Services and supports that may be required or are already involved are identified and engaged

Informed consent regarding information sharing is obtained

Engage learner, family & teamBring together the team to develop the individualised plan. The learner and family are encouraged to fully participate during the process and agree on the goals, strategies and actions to be implemented.

A person centred, family sensitive approach to vision and goal development is encouraged

Learning and successful strategies from past experiences are discussed

Develop and implement plan A plan is developed with

input from the learner, family, supports and services

The needs of the learner and family are described and prioritised

Indicators of success and links to the monitoring and evaluation of outcomes are determined

Appropriate strategies and actions that will lead to the successful achievement of goals are determined

Clear roles and responsibilities are assigned

The team monitors strategies, actions and adjustments made to the plan as necessary.

Previous phases are revisited with the agreement of the learner and family, where circumstances have changed or strategies are not working.

In partnership with the learner, the family and other service providers review the plan and indicators of progress toward the agreed outcomes and goals

Strategies are evaluated for their effectiveness and the need for new strategies is considered

Success is celebrated and strengths recognised

Team cohesiveness, trust and buy-in is maintained

The team continues to enable the Team Around the Learner principles within the process

The learner and family are supported through the transition from intensive wrap around services to more natural supports and are actively involved in developing a Transition Plan.

The learner and family should feel positive and capable moving forward and know that support is available if required.

A purposeful transition away from more formal supports is planned to assist the learner and family to maintain the positive outcomes achieved

It is ensured that the family is continuing to experience success and support is provided if necessary

Successes are celebrated and the skills and knowledge of the learner and family are positively reinforced

Follow-up continues with the learner and family

Team Around the Learner Model - Overview

Initiate Contact Plan & Coordinate Support Monitor & Evaluate Plan TransitionAnalyse Needs

The Team Around the Learner model guides the process for improving the outcomes of learners.

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Team Around the Learner Model – Initiate Contact Phase

The learner and family are empowered with information and assisted to make the most informed choice for the learner’s needs.

Through contact or appropriate screening tools, the learner is identified as vulnerable and at risk of disengaging or has disengaged from education and learning

Relationships are built with the learner and the process of engagement commences

A Lead Professional is identified to support and steer the process

The Lead Professional engages other team members

An understanding of the learner and family history is developed

Information is captured to inform future phases

Informed consent regarding information sharing is obtained

Initiate Contact • At the Initiate Contact phase, a learner is identified by a teacher, student wellbeing coordinator, principal etc as vulnerable and recommends a Team Around the Learner approach.

• A Lead Professional is identified as early as possible to guide a collaborative team response.

• The learner and family formally provide consent as to how their information will be used and with whom it will be shared.

• This phase lays the foundation for collaborative team work, goal setting and planning in future phases.

Points to Consider:• Most often the person who makes the initial contact is someone who has the appropriate

knowledge and skills to begin the process. This person may be anyone who cares for, supports or works with the learner and must be able to recognise and articulate the need for a co-ordinated service response to address the learner’s vulnerability and complex needs.

• The Team Around the Learner approach recognises that for each learner the focus and complexity of need will be different. This will impact the composition and membership of the team and the choice of Lead Professional.

• Questions to reflect on when considering membership of the team and choice of Lead Professional include:

- Are there agencies already involved?- Who else needs to be involved?- Who is best placed to play the Lead Professional role?- How can we share information and planning on a need to know basis?

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Team Around the Learner Model – Analyse Needs Phase

The learner and family are supported through the needs analysis process by the Lead Professional.

The learner and family should experience appropriate and timely assessments and referrals.

Comprehensive needs analysis, assessments and referrals are conducted as required

Services and supports that may be required or that are already involved are identified and engage

Informed consent regarding information sharing is obtained

Analyse Needs• A comprehensive needs analysis is conducted with the learner and family to understand the

underlying and presenting issues of the learner.

• This phase may be initially conducted as a broad conversation with the learner and family which may identify the need for referrals to additional services.

• Through this process, additional people may be identified who need to be part of the team and should be contacted and briefed with the permission of the learner and family.

• This phase should be as thorough as possible as it will inform the urgency and type of assistance that is required by the learner and their family.

• Ideally, this phase should happen within 7 working days of the Initiate Contact phase, or within 2 working days if considered urgent.

• This phase does not have a specified end point and may be an ongoing process depending on the learner’s needs.

• As the learner moves into subsequent phases, analysis of the learner’s needs may continue as an ongoing process as a result of the Monitor and Evaluate phase.

 Who is involved and how?• This phase is initiated by the Lead Professional. However ,if more formal assessments are

required, they should be conducted by persons or providers with the appropriate qualifications, skills and knowledge in the particular area of service delivery.

• This phase may be conducted by one person, or by different people over several days. Individuals should have a broad understanding of the service system and have experience interviewing learners and families.

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Team Around the Learner Model – Plan & Coordinate Support Phase

Engage learner, family and teamBring together the team to develop the individualised Plan. The learner and family are encouraged to fully participate during the process and agree on the goals, strategies and actions to be implemented.

A person centred, family sensitive approach to vision and goal development is encouraged

Learning and successful strategies from past experiences are discussed

Plan & Coordinate Support • The Engage learner, family and team aspect of this phase is characterised by building team

trust and developing shared planning processes to support the immediate and longer term needs and goals of the learner.

• The Plan & Coordinate Support phase is initiated by the Lead Professional who makes arrangements for shared planning and review meetings.

• It is critical that this process is embedded in a person centred and family sensitive practice approach. This approach eliminates potential barriers and supports the implementation of successful strategies and actions.

• The learner and family should be equal members of the team and see that their perspectives are central to the process so that shared ownership is developed.

Key activities:• Develop a partnership between the learner, family and the other team members.

• Address any legal and ethical issues.

• Focus on the learner’s strengths, family context, culture and vision for the future.

 

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Team Around the Learner Model – Plan & Coordinate Support Phase

Develop and Implement PlanBring together the team to develop the individualised plan. The learner and family are encouraged to fully participate during the process and agree on the goals, strategies and actions to be implemented.

A plan is developed with input from the learner, family, supports and services

The needs of the learner and family are described and prioritised

Indicators of success and links to the monitoring and evaluation of outcomes are determined

Appropriate strategies and actions that will lead to the successful achievement of goals are determined

Clear roles and responsibilities are assigned

Plan & Coordinate Support

• The Develop and Implement Plan aspect of this phase focuses on the specific needs of the learner by collaboratively developing goals and working towards their achievement.

• The Lead Professional facilitates and guides the development of an individualised plan and ensures the learner and family are fully engaged in this process.

• This process begins by focusing on the needs of the learner identified in the Analyse Needs phase to inform the development of short term and long term goals.

• A number of strategies are developed to achieve individualised goals with specific actions that are assigned to members of the team.

• The actions for achieving the goals in the plan should be explicitly outlined so that everyone understands their roles and responsibilities for successful outcomes.

• This process is characterised by brainstorming, options development, negotiation, information sharing and effective communication.

Vision Goals Strategies Actions

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Phases of the Team Around the Learner Model – Monitor & Evaluate Phase

The team monitors strategies, actions and adjustments made to the plan as necessary.

Previous phases are revisited with the agreement of the learner and family, where circumstances have changed or strategies are not working.

In partnership with the learner, family and other service providers review the plan and indicators of progress toward the agreed outcomes and goals

Strategies are evaluated for their effectiveness and the need for new strategies is considered.

Success is celebrated and strengths recognised

Team cohesiveness, trust and buy-in is maintained

The team continues to enable the principles of the Team Around the Learner principles within the process

Monitor & Evaluate • Progress and successes are continually reviewed during the Monitor & Evaluate phase to ensure

strategies are working and the learner is achieving the planned goals.

• This phase is predominately led by the Lead Professional who monitors and evaluates the input and achievements of the team.

• The Monitor & Evaluate phase relies on open communication channels being maintained.

• The team needs to be responsive to changing circumstances during the course of implementation. Any changes that are required to the plan are discussed in team meetings and implemented together.

• Where necessary, the Analyse Needs phase is also revisited to make sure that, if needs have changed, they are addressed appropriately.

• The Monitor & Evaluate phase is repeated as each new set of learner goals are implemented. When the team determines that the learner no longer needs the additional support provided through the Team Around the Learner approach, the Plan Transition phase should begin.

• There is no defined timeline for the Monitor & Evaluate phase.

Points to consider:• The Lead Professional is also tasked with working to maintain the team’s satisfaction,

cohesiveness and buy-in throughout the process.

• Celebrating successes as a team (e.g., accomplishment of actions, strategies and goals) is an important way of sustaining momentum and buy-in.

• This is particularly crucial when actions do not go as planned and momentum and trust in the process can easily decrease. A strong culture of team work, respect and trust will make a difference to perceptions of success in achieving the needs of the learner.

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Team Around the Learner Model – Plan Transition Phase

The learner and family are supported through the transition from intensive wrap around services to more natural supports and are actively involved in developing a Transition Plan.

The learner and family should feel positive and capable moving forward and know that support is available if required.

A purposeful transition away from more formal supports is planned to assist the learner and family to maintain the positive outcomes achieved

It is ensured that the family is continuing to experience success and support is provided if necessary

Successes are celebrated and the skills and knowledge of the learner and family are positively reinforced

Follow-up continues with the learner and family

Plan Transition• Plans are made for a purposeful transition from intensive wrap around services to more natural

supports.

• This will include a Transition from Additional Support Plan that takes into consideration the need for post-transition crisis planning.

• This phase begins as the responsibility of the Lead Professional but ends with the learner and family taking on responsibility for their own success.

• This phase is entered once it has been agreed by the learner, family and team that the goals outlined in the individualised plan have been achieved and sustained.

• It is assumed that by this stage the learner and family will be equipped with the knowledge and coping skills to manage crises as they arise and they will contact the appropriate supports as required.

• The formal Team Around the Learner process is concluded with a celebration of the achievements of the learner, family and team.

• The Lead Professional should continue to follow up with the learner and family to ensure they are continuing to experience success and provide advice where necessary.

• It is acknowledged that crises and other life events that occur in the learner’s life may provoke a need for an increased level of support. At these times, the Team Around the Learner approach may need to be reinstated to support the learner.

• The activities of this phase have no defined timeline.

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Team Around the Learner approach

Determining the practice implemented in schools.

To assist schools to measure their practice of the Team Around the Learner approach, a five level Rubric has been developed that describes what Team Around the Learner might look like in a school.It is not a definitive description, however it gives schools some ideas for discussion about what would work best with their school communities.

To complement the Rubric, a Planning Improvement tool has been developed to assist schools. This tool supports schools to put improvement plans in place for any phase of the Team Around the Learner approach which is identified as needing further development.This tool asks the school to identify:• current strengths in practice• the evidence they have that clearly demonstrates the

established practice • the next steps they will need to take to improve

practice• the tools they will use in improving practice

ResourcesTeam Around the Learner RubricPlanning Improvement tool