Handbook—Memorandum of Agreement—Special Education ...



-581246000Handbook Memorandum of AgreementSpecial Education Services and Dual Enrolment (Updated April 2021)1 January 2020 – 31 December 2022ContentsBackground………………………………………………………………………………3Part One: Memorandum of Agreement (MOA) intent……………………………….4Definitions and interpretation…………………………………………………..4Nature and scope of MOA……………………………………………………...5Term………………………………………………………………………………5Review and reports……………………………………………………………..5Role of the Department of Education (DoE)………………………………….5Role of the Queensland Catholic Education Commission (QCEC) andIndependent Schools Queensland (ISQ)……………………………………..5Confidentiality……………………………………………………………………5Privacy and disclosure of personal information………………………………6Resolution of disputes…………………………………………………………..6Part Two: Implementation……………………………………..……………………….. 7Schedule 1 – Dual enrolment program options………………………………………7Schedule 2 – Advisory visiting teacher services……………………………………..10Schedule 3 – Education adjustment program………………………………………..13Schedule 4 – Students with disability equipment loan and trial service…………..17Schedule 5 – Alternative format production and resource service…………………20Schedule 6 – Paediatric low vision clinic service…………………………………….22Schedule 7 – Hospital education program service…………………………………..24Schedule 8 – Nationally consistent collection of data on school students with disability cross-sector moderation……………………………………..27Annexure A – Reporting framework summary……………………………………….. 29BackgroundOn 20 September 2019, the Department of Education (department) entered into a new Memorandum of Agreement – Special Education Services and Dual Enrolment 2020 – 2022 (MOA) with Independent Schools Queensland (ISQ) and the Queensland Catholic Education Commission (QCEC). The MOA is effective from 1 January 2020 to 31 December 2022.The purpose of the MOA is to enable the department, ISQ and QCEC to establish a voluntary cooperative and/or collaborative effort concerning activities related to students with disability for the mutual benefit of all sectors.Part one of this handbook outlines the purpose of the MOA, including definitions, nature and scope, roles and other considerations as part of the MOA. Part 2 outlines the, processes and actions associated with implementing the activities and reporting requirements outlined in the MOA for each of the following schedules:Schedule 1 – Dual enrolment program options Schedule 2 – Advisory Visiting Teacher (AVT) services Schedule 3 – Education Adjustment Program (EAP) service Schedule 4 – Students with disability equipment loan and trial serviceSchedule 5 – Alternative format production and resource serviceSchedule 6 – Paediatric Low Vision Clinic (PLVC) serviceSchedule 7 – Hospital education program serviceSchedule 8 – Nationally Consistent Collection of Data on School Students with Disability cross-sector moderation It is designed to support both state and non-state staff to facilitate the processes involved in the above schedules.The Department of Education is referred to in this handbook as the department or DoE.Part One: Memorandum of Agreement purpose Key elements of the MOA have been included in this section to provide an overview of the purpose, definitions, role and other considerations relating to the overall processes associated with the MOA. Definitions and InterpretationIn the MOA, the following terms will have the meanings respectively assigned to them:“Activities” means the Program, Services and Cross-sector Moderation sessions as specified in Schedules 1-8.“Adjustment Information Management System” or “AIMS” means a database managed by DoE through OneSchool to record and manage information about the Education Adjustment Program (EAP). “Business Day” means any day other than a Saturday, Sunday or public holiday in Brisbane, Queensland. “Commencement Date” – 1 January 2020.“Cross Sector Group” means the Queensland Executive Director Cross Sector Group established by DoE, QCEC, and ISQ to promote cross-sector information sharing and collaboration on strategic issues impacting on students with disability across Queensland.“Cross-sector Moderation” means the NCCD cross-sector moderation as described in Schedule 8 of the MOA.“DoE region” means a geographic division of DoE, determined from time to time, at DoE’s absolute discretion - (see: ). “Dual Enrolment” means an arrangement permitted under the MOA enabling a student with disability to be enrolled in both a Non-State School and a State School. “Education Adjustment Program” (“EAP”) means the DoE process that identifies student with disability requiring significant educational adjustment. For the purposes of the MOA, the EAP identifies the Non-State School students in the following disability categories: hearing impairment, physical impairment and vision impairment. “EGPA” means the Education (General Provisions) Act 2006 (Qld).“MOA” means this document and all Schedules and attachments to this document.“NCCD” means the Nationally Consistent Collection of Data on School Students with Disability. “Non-State School” has the meaning given to it in the EGPA and for the purpose of the MOA only refers to a Queensland Catholic and/or Queensland independent non-state school.“OneSchool” is a comprehensive software program that enables Queensland state schools to efficiently and effectively manage key teaching and school administrative activities, as well as the ongoing support of students.“Party” means either party to the MOA and “Parties” means DoE, ISQ and QCEC.“Personal information” means information or an opinion, including information or an opinion forming part of a database, whether true or not, and whether recorded in a material form or not, about an individual whose identity is apparent, or can reasonably be ascertained, from the information or opinion. This includes, for the avoidance of doubt, information about students. “Program” means a Dual Enrolment entered into under Schedule 1 of the MOA. “QDECSWG” means the Queensland Disability Education Cross-Sectoral Working Group established by DoE, QCEC, and ISQ to facilitate and maintain collaborative, cooperative and proactive approaches to the education of students with disability across the state, independent and Catholic education sectors in Queensland.“Service” means a service described in Schedule 2, Schedule 3, Schedule 4, Schedule 5, Schedule 6 or Schedule 7 of the MOA.“State Special School” an educational institution established under section 13 of the EGPA providing only special education.“State School” has the meaning given to it in the EGPA.“Term” means the period of the MOA calculated in accordance with clause REF _Ref349556300 \r \h \* MERGEFORMAT 0.“Verification” means confirmation that the student’s impairment and associated educational needs meet criteria for one or more of the EAP specific impairment areas.Nature and scope of MOAThe MOA is binding on the Parties.The MOA is principally motivated by the need to deliver quality education services to students with disability in Queensland. The Parties also acknowledge that effective co-ordination of their resources and efforts offers potential benefits for service users of each sector and the broader community. The Parties acknowledge their legislative obligations to make reasonable adjustments to enable students with disability to access and participate in education in their schooling sector. This includes, without limitation, the Disability Discrimination Act 1992 (Cwth), the Anti-Discrimination Act 1991 (Qld) and Disability Standards for Education 2005 (Cwth). Certain services under the MOA are only available to Non-State Schools whilst the Services are provided to State Schools and ISQ and QCEC acknowledge this limitation and agree to take this into account in their business and planning decisions.TermThe MOA commences on 1 January 2020 and expires on 31 December 2022 unless earlier terminated under its provisions. Review and ReportsThe Parties will review the operation and outcomes of the MOA at each QDECSWG meeting.Where a student has a Dual Enrolment under the MOA, all Parties in their best endeavours ensure that, at all times when the Dual Enrolment is in place, the relevant student’s enrolment is correctly noted, recorded and reported at each school as a fractional enrolment.Activities provided under the MOA will be reported annually by DoE and provided to QCEC and ISQ in February the following year, unless otherwise specified in the Schedules. Annexure A outlines the data to be reported and timeline for all Activities. Role of the DoEDoE will use reasonable efforts to fulfil the roles described in Schedules 1-8, having regard to the objectives of the Activities and the purpose of the MOA.Role of the QCEC and ISQQCEC and ISQ will use reasonable efforts to fulfil the roles described in Schedules 1-8, having regard to the objectives of the Activities and the purpose of the MOA.Confidentiality In all circumstances, the Parties will comply with the appropriate laws of, and any undertakings entered into with respect confidentiality and information management.Privacy and Disclosure of Personal Information The Parties acknowledge that:liaison and consultation between the Parties, with relevant staff and parents, will be essential in delivering the Activities which are subject of the MOA; liaison and consultation must occur with respect for the students’ and parents’ Personal Information;DoE and its staff are subject to laws which govern DoE’s recording, use and disclosure of Personal Information and therefore all information sharing between the Parties for the purposes of the MOA should only occur with the informed consent of parents of students (and, if they have capacity, consent of the students) unless otherwise authorised or required by law.ISQ and QCEC must:comply with all applicable privacy laws;ensure that when Non-State School, QCEC or ISQ transfer, provide or disclose students’ and/or parents’ Personal Information to DoE for the purposes of the MOA that they have the necessary consent of the relevant parents (and, if they have capacity, the students) to do so. Resolution of DisputesWhere a dispute arises under the MOA the Parties agree to the following:the Party disputing an issue must provide the other Parties with written notice of the nature and details of the dispute;if the issue is at a local level, the Parties will attempt to solve the particular dispute by participating in an initial negotiation on the matter in dispute at the local level (i.e. school, region, diocese);if the matter is not resolved at the local level, the matter will be referred to QDECSWG;if the matter remains unresolved at QDECSWG level, the matter will be referred for discussion by the Cross Sector Group;if the matter remains unresolved by the Cross Sector Group, the matter will be referred for discussion between the Deputy Director-General, State Schools (DoE), Executive Director (QCEC) and Executive Director (ISQ);if the matter continues unresolved for 10 Business Days from the discussion under clause 12.1(e), the matter will be referred to the Director-General (DoE) whose decision will be final.Part Two: ImplementationSchedule 1 - Dual enrolment program optionsMOA states:General descriptionDual Enrolment is available for eligible students with disability who may enrol in both:a Non-State School; anda State Special School.EligibilityAny enrolment in a State Special School, primary or secondary State School must comply with the EGPA and specifically section 155 of the EGPA and all DoE procedures and policies on enrolment.For enrolment in a Queensland State Special School, there is additional eligibility requirements that must be met as determined by DoE.Dual enrolment between a Non-State School and a State Special SchoolThere are two requirements for enrolment in a State Special School:The child or young person meets the criteria for a "person with a disability" as set out in the State Special School eligibility (“person with a disability” criteria) policy; andThe State Special School is able to cater for the child or young person's educational needs.The process to determine eligibility includes:in accordance with section 155 of the EGPA, the application for enrolment to the State Special School must be made to the State School’s principal in the approved form;an application for enrolment is then referred by the principal to the delegate of the chief executive under section 156 of the EGPA;the delegate must then decide whether the student is eligible for enrolment at the State Special School in accordance with section 166 of the EGPA;if the student is eligible for enrolment, the application for enrolment will be referred back to the principal who must enrol the student, unless the EGPA indicates otherwise. Dual enrolment between a Non-State School and a primary or secondary State School Where a student enrolled in a Non-State School, who meets the eligibility criteria for enrolment at a State Special School, DoE may permit the child to enrol at a particular primary or secondary State School that has specialist education personnel with experience and/or qualifications in dedicated areas of specialisation appropriate for the particular child’s disability. This will be determined by DoE, and if DoE:considers that the relevant State School has staff with expertise and skills to provide the highly individualised program that the Non-State School is unable to provide; and forms the view that the Dual Enrolment program is not practically able to be provided in a Special School (for example, because there is no Special School close by)then the parent of the particular student may seek to enrol at the primary or secondary State School to access support provided by the specialist education personnel. Service availabilityISQ and QCEC acknowledge this option depends on: the student being enrolled at the State School by the State School principal; andthe student meeting the eligibility criteria for enrolment into a State Special School; andthe student’s part-time participation in the State School and Non-State School being at least equivalent to full-time participation in one school, unless an exception to full-time participation under the EGPA applies; andthe Dual Enrolment meeting and continuing to meet the requirements of sections 182-183 of the EGPA.Further, ISQ and QCEC acknowledge that support provided at a State School is ultimately determined by the principal of the State School and will be determined in consideration of the educational support requirements of the particular student. Access requirementsEach participating school must correctly complete the DoE approved dual enrolment form, or any replacement form provided by DoE to QCEC and ISQ from time to time during the Term. The schools must ensure that the student’s parent is involved in the application and signs the required forms. A new dual enrolment form must be completed whenever the arrangements detailed on the existing form change. The Parties need to ensure that their schools are informed about the current dual enrolment form.ProcessThe steps for dual enrolment between a state special school and a non-state school are outlined below:Student is enrolled in a non-state school.Parent discusses with the non-state school that they are seeking a dual enrolment arrangement with a state special school for the provision of special education. Non-state school staff and parent completes Part A of Dual enrolment of students with disability in state and non-state schools (Dual enrolment) form.Non-state school staff and parent approaches the identified state special school and/or regional office to discuss the dual enrolment and the intended outcomes, and suitability of each of the schools to achieve these outcomes under this arrangement. Part B of the Dual enrolment form is completed in consultation with the non-state school and state special school staff to reflect these discussions.If the dual enrolment is considered by all parties to be in the best educational interests of the child: The parent seeks enrolment in a state special school as outlined on the department’s Supports at school for students with intellectual disability website. To be eligible for enrolment in a state special school, all criteria outlined in the Special school eligibility (“person with a disability” criteria) policy must be met, and the relevant special school must be able to cater for the educational needs of the prospective student.On receipt of the delegated decision-maker’s decision to refer the prospective student’s application for enrolment, the parent and the school commences the enrolment process.Part C of the Dual enrolment form is completed by the non-state school staff, state special school staff and parents as indicated on the form.The original form is stored in the student file at the state special school and all signatories are provided with a copy.The state special school principal forwards a copy to the relevant regional or central office as for all special school applications for noting and to be saved in HPE RM under 500/20/1736.Where a student is currently enrolled in a Queensland state special school and the parents are seeking access to a non-state school (e.g. for faith-based reasons), it is considered to be a flexible arrangement and follow DoE’s Flexible arrangements for school students procedure. Monitoring and reportingThe department will provide information relating to dual enrolment to ISQ and QCEC. The data will be at student level but will not include student details.Data to be providedTimeframeState school name and student enrolment, i.e. full-time equivalent (FTE);Non-state school name and student enrolment, i.e. FTE;Dual enrolment start date; andDual enrolment end date.Annually – February of the following year. The steps involved in providing this information are outlined below:Regional officers record the dual enrolment arrangement by saving the completed dual enrolment forms in HPE RM under 500/20/1736.State Schools - Disability and Inclusion collate the data relating to students who are dual enrolled from all DoE regions in December, after the school year finishes. Regional Directors review the data provided in an Annual Report for their endorsement before forwarding to the non-state schooling sector in February the following year.Further informationInformation regarding dual enrolment is published in the Enrolment in state primary, secondary and special schools procedure.FormsDual enrolment formSchedule 2 – Advisory Visiting Teacher ServicesMOA states:General descriptionAdvisory Visiting Teachers (AVTs) are DoE teachers with specialist knowledge and skills, who support the access, participation and achievement of students with disability in the areas of hearing impairment, physical impairment and vision impairment. They support the educational programs of students with disability whose specialist educational support needs have been verified (or are progressing through) DoE’s Education Adjustment Program (EAP) and identified as requiring significant educational adjustments. This service provides support for identified students for whom QCEC or ISQ has no capacity in the short term to support and/or provides support to Queensland Catholic or independent school staff to enable students with hearing, physical and/or vision impairment to maximise their access and participation in the curriculum.Service availability This service is only available to Non-State Schools students whose educational needs have been verified by (or are progressing through) DoE’s EAP in the disability categories of hearing impairment, physical impairment and/or vision impairment.This service is available during State School terms only as outlined in this schedule. The day-to-day workings of the AVT service e.g. rostering; allocation of particular AVTs etc. will be determined by DoE based on regional processes, in consultation with the Non-State School. Non-State Schools must follow these process requirements.When prioritising support provided to students with disability the following is taken into account:EAP level of specialist educational support required;requests from Non-State Schools;geographical location of the student;current caseload.Full-time equivalent allocation of AVTsFor Queensland Catholic schools, the service provided by DoE will be the full-time equivalent to 3 full-time equivalent (FTE) AVTs and for Queensland independent schools, 3 full-time equivalent (FTE) AVTs per year. For the purpose of this schedule one FTE is equivalent to 25 hours per week teacher time, during State School terms.Additional AVT allocationsDuring the Term, DoE will consider requests from QCEC or ISQ to increase AVT support for up to one additional FTE per year based on the number of Non-State School students eligible and requiring AVT support, if the initial allocation has been exhausted, and there is AVTs available in the specific impairment area.AVT services are provided to Non-State Schools upon request, for identified students requiring direct essential services who have been verified as meeting EAP disability criteria in the specific impairment areas of hearing, physical and/or vision impairment. AVT services may also be requested to support the Verification process. Access requirementsEach DoE region has processes for the allocation of AVT services, to ensure equitable allocation and access to these services. This includes prioritising services, service arrangements and management principles including professional supervision. The model of service provision available to Non-State Schools will be consistent with that available to the State Schools in the relevant region. ISQ and QCEC are responsible for communicating operating principles and procedures for accessing AVT services from DoE to relevant officers in Non-State Schools. Data sharing and reportingISQ and QCEC will provide DoE with a breakdown of the FTE allocation of AVT for their sector, aligned with each of the DoE regions, in October of the preceding year. DoE will provide to ISQ and QCEC after each Semester (July and January) the break-down of service delivery (school, disability category, support type, hours). ProcessThe steps related to Advisory Visiting Teacher services are outlined below:AVT allocation notificationState Schools - Disability and Inclusion forward a request to ISQ and QCEC seeking their breakdown of the Full-time equivalent (FTE) allocation of AVTs for their sector, aligned with each of the department’s regions, in October. The request will also include the current year breakdown for their reference.ISQ and QCEC provide their response by the beginning of November so the FTE breakdown can be included in the department’s November indicative resourcing allocation provided to Regional Directors to assist their region’s workforce planning for the upcoming year.Additional AVT allocationIf ISQ or QCEC require an additional AVT FTE allocation, a request is forwarded with relevant details to the Assistant Director-General, State Schools – Disability and Inclusion for review and consideration in collaboration with the relevant Regional Director.The department analyses the request and informs ISQ or QCEC of the outcome.Advisory Visiting Teacher (AVT) service deliveryAVT service delivery is to be on the same basis as for state schools.At the start of the school year, State Schools - Disability and Inclusion seek Regional Directors’ confirmation of their non-state schooling sector nominated contact.Regional office contact information is provided to ISQ and QCEC for their reference to address any local queries (e.g. service delivery options/processes) and to access AVT services.Monitoring and reportingData will be shared between the department and ISQ and QCEC relating to AVT services. The data will be at student level but will not include student details.Data to be providedTimeframeISQ and QCEC provides DoE with a breakdown of the FTE allocation of AVT for their sector, aligned with each of the DoE regions.October of the preceding yearDoE provides to ISQ and QCEC the breakdown of service delivery with: school name; disability category; support type; and hours. After each Semester (July and January)DoE provides to ISQ and QCEC the breakdown of AVT FTE provided for their sector, aligned with each of the DoE regions.Annually – February of the following year. The steps involved in providing this information are outlined below:State Schools – Disability and Inclusion provides a regional tracking Excel spreadsheet each semester to the nominated regional contact (which can be accessed in Content Manager under 21/208409 by navigating to the appropriate semester and regional Excel spreadsheet).The nominated regional contact ensures that all AVTs in their region have access to the Excel tracking spreadsheet (this is a regional process). AVTs enter information regarding their service delivery including the school name, disability category, support type and time taken. This data is completed for each semester.At the end of each semester, the nominated regional contact ensures their regional Excel tracking spreadsheet is completed in Content Manager under 21/208409, puts a note in Content Manager and advises State Schools – Disability and Inclusion by emailing support.diversity@qed..au. State Schools – Disability and Inclusion collates the regional data after each semester (July and December).State Schools – Disability and Inclusion provides to ISQ and QCEC (July and January) the breakdown of service delivery (school, disability category, support type, time taken). Student details will not be provided.State Schools – Disability and Inclusion will collate the data of AVT service delivery from all regions for the calendar year after the school year finishes.Regional Directors review the data provided in an Annual Report for their endorsement before forwarding to the non-state schooling sector in February the following year.Further informationFurther information regarding AVTs is available here. Non-state schools contact the relevant Department of Education regional office nominated contact person if they have any specific queries regarding AVT service delivery for individual students.FormsAvailable from the relevant Department of Education regional office.Schedule 3 – Education Adjustment ProgramMOA states:General descriptionThe Education Adjustment Program (EAP) is one process used by DoE to identify, record and respond to the educational needs of students with specific impairments who require significant education adjustments. DoE processes verification requests for students with a hearing, physical and/or vision impairment enrolled in Non-State Schools.Service availability This service is available during the Term only as outlined in this schedule.Specifically DoE provides the following specialist support through EAP processes to Non-State Schools in respect of students with hearing, physical and/or vision impairment:confirming that a diagnosis or specialist assessment and the associated activity limitation and participation restriction meet the departmental criteria for hearing, physical and/or vision impairment as recognised and defined by DoE;evaluating the evidence according to departmental criteria for disability - in the specific impairment areas of hearing, physical and/or vision impairment; andensuring that the Verification data obtained through the EAP process for students with a hearing, physical and/or vision impairment is valid and reliable.DoE’s assessment through the EAP process does not constitute any form of medical assessment. QCEC and ISQ acknowledge that Verification for the categories of hearing impairment, physical impairment and vision impairment will be provided by DoE for as long as the EAP is implemented by DoE. Access requirementsVerification requests in the EAP categories of hearing impairment, physical impairment and vision impairment are submitted by the Non-State School principal or a Non-State School based contact via email to the EAP using the relevant email addresses below:Hearing Impairment: hi.eap@qed..au;Physical Impairment: pi.eap@qed..au; orVision Impairment: vi.eap@qed..au. Data sharing and reportingDoE will provide quarterly reports to ISQ and QCEC (February, May, August, November each year) with the details of students enrolled in a Non-State School in their sector who are verified in the major disability areas of hearing, physical and/or vision impairment, as well as verification review date information.If any amendments are required for a particular student, the relevant Non-State School can request amendments by completing the DoE approved form for either creating or updating a OneSchool record or any replacement form provided by DoE to QCEC and ISQ from time to time during the Term, and submitting to EAP@qed..au.ProcessThe steps associated with the verification process are outlined below:Non-state school seeks parent consent to progress with the EAP process by completing the relevant sector/diocese Non-state school EAP parent consent form.Non-state school completes the relevant EAP verification documents (Hearing impairment, Physical impairment or Vision impairment).Non-state school principal confirms the information is correct and signs Part C of the completed EAP verification documentation. Non-state school also completes the Request to create a record for non-state school students form which provides consent for the EAP team to create a OneSchool record and an Adjustment Information Management System (AIMS) record in OneSchool for the student. This is signed by the Principal.The non-state school submits the Request to create a record for non-state school students form, the Non-state school EAP consent form and all required verification documents, via email to the relevant email address below:Hearing Impairment:?hi.eap@qed..auPhysical Impairment:?pi.eap@qed..auVision Impairment:?vi.eap@qed..au The EAP team liaises as necessary with the relevant regional office to create a OneSchool record and an AIMS record for the student. The school will receive a confirmation email from the EAP team via the relevant email address when the student record in OneSchool and AIMS has been created with an attached Student Details Report. When the verification decision has been recorded by the statewide verifier, the EAP team will notify the non-state school principal and the nominated school contact of the outcome by email and provide an updated Student Details Report.Change of non-state school student enrolment detailsIf the non-state school enrolment details change (e.g. name change, change of non-state school), the non-state school principal needs to complete and submit a Request to update a record for non-state school students form and submit to the relevant EAP email address as above. If the student has moved schools a new signed EAP consent form is also completed. The principal emails this form and the new signed EAP consent form, to the relevant EAP email address. The EAP team liaises, as necessary, with the relevant regional office to update the student’s OneSchool record. Once completed the school will receive an updated Student Details Report via email from the relevant EAP email address.If the student is repeating a year level, the non-state school principal will also need to complete the Request to update a record for non-state school students form as OneSchool automatically changes student records to the next year level at the beginning of the new calendar year. For students in Year 12, they are automatically exited at the beginning of the new calendar year.Students transferring from state school to non-state school (or vice versa)The principal of the new school requests a Transfer note from the previous school and advises the parent (or student if living independently) that a Transfer note has been requested. Note: If there are any issues for ISQ and QCEC regarding accessing this information after a Transfer note has been requested, they can submit a request to DoE by email at support.diversity@qed..au with a copy of the Non-state school EAP parent consent form and Transfer note request. DoE officers will follow up with the relevant regional office to work with the relevant school to support the sharing of information.Monitoring and reportingThe department will provide information relating to the Education Adjustment Program to ISQ and QCEC. The data will be at student level and will include student details. All reports will be encrypted and password protected.Data to be providedTimeframeDoE will provide to ISQ and QCEC records of students enrolled in a Non-State School in their sector who:are verified in the impairment areas of hearing, physical and/or vision impairment;require a verification review for the above impairment areas.Quarterly reports (February, May, August, November each year)Numbers of students verified in the disability categories of hearing, physical and/or vision impairment.Annually – February of the following year. The steps involved in providing this information are outlined below:State Schools – Disability and Inclusion:requests (through a performance data request) data at the end of each quarter (end of January, April, July and October) with details of students enrolled in a non-state school with AIMS records with a verification status in the EAP major and minor categories of hearing, physical and/or vision impairment;collates the data and provides a quarterly report (encrypted and password protected) in February, May, August and October to ISQ and QCEC;provides an annual report in February of the following year outlining the numbers of students verified in each of the disability categories of hearing, physical and/or vision impairment to ISQ and QCEC.Further informationFurther information is available about: verification processes on the DoE Support to non-state schools webpages the transfer process in the Enrolment in state primary, secondary and special schools procedureFormsEAP forms Non-state school EAP parent consentRequest to create a record for non-state school studentsRequest to update a record for non-state school studentsSchedule 4 – Students with disability equipment loan and trial serviceMOA states:General descriptionEach DoE region administers the Students with disability equipment loan and trial service (the Equipment loan and trial service) in their region. This facility comprises a collection of specialised equipment to support access at school, participation in curriculum activities, and improved education outcomes for students with disability. In addition, a statewide service, managed by Metropolitan region, has a small collection of highly specialised equipment that is also available to all regions.Service availability It is available to students enrolled in a Non-State School supported by a DoE Advisory Visiting Teacher in hearing impairment, physical impairment and/or vision impairment. The student being supported through this service must have had their educational support needs verified (or are awaiting Verification) in one of DoE’s EAP specific disability areas of hearing, physical and/or vision impairment.Access to the Equipment loan and trial service will be on the same terms and conditions of borrowing and use as applicable to State Schools in the particular DoE region.The Equipment loan and trial service is available to Non-State Schools (borrowing schools) to plan for educational adjustments and to trial equipment for students with disability to ensure suitability prior to purchase. Through the service, specialised equipment is available for loan and/or trial for use at school, or school-related activities only, and during school term only as outlined in this schedule.Access requirementsDoE provides Equipment loan and trial service guidelines to QCEC and ISQ for distribution to Non-State Schools, including process requirements, contact details and Loans application forms.Where equipment is loaned to a Non-State School, a relevant DoE employee (i.e. DoE Advisory Visiting Teacher) completes the Loan application form. However, the responsibility for the equipment lies with the principal of the borrowing school. Borrowers must agree to be bound by the terms and conditions of borrowing and use.Equipment is sourced initially from the collection available in the department’s region where the Non-State School is located. If the equipment is not available in the region, the relevant DoE employee may apply to the statewide collection.Some equipment is only available for loan and/or trial in consultation with appropriately qualified professional staff.The QCEC and ISQ will inform the Non-State Schools that they must adhere to their responsibilities under the Equipment loan and trial service guidelines when borrowing, using and returning equipment.The QCEC and ISQ acknowledge that the borrowing school will be responsible to pay the cost associated with equipment delivery and any repair or replacement costs that may be incurred and will advise Non-State Schools of this responsibility.The DoE approved Loans application form, or any replacement form provided by DoE to QCEC and ISQ from time to time during the Term, must be completed before equipment can be provided.ProcessThe steps associated with the students with disability equipment loan and trial service are outlined below:The non-state school determines the eligibility of each student to access the Equipment loan and trial service (on the same terms and conditions of borrowing and use as is applicable to State Schools in the particular DoE region) by ensuring that the student:has a verification status (including awaiting verification) in one of DoE’s EAP categories of hearing, physical and/or vision impairment; andis supported by a DoE Advisory Visiting Teacher (AVT).The Non-state school equipment loan and trial service – Request form is completed in conjunction with the relevant DoE AVT who is working in the school, and is signed by the Principal who agrees to the terms and conditions of borrowing and use. If the equipment is not available in the specified region, the relevant DoE AVT may apply to the statewide collection.Each DoE region has a loan services contact:Statewide serviceMount Ommaney Special School0476 825 516Metropolitan RegionMount Ommaney Special School0476 825 516North Coast RegionNorth Lakes Regional Office(07) 3203 9017Darling Downs South West RegionGabbinbar State School(07) 4616 3797South East RegionSouth East Regional Office(07) 5656 6688Central Queensland RegionBeaconsfield State School(07) 4842 8330North Queensland RegionTownsville Community Learning Centre(07) 4758 3248Far North Queensland RegionBalaclava State School(07) 4095 6815Monitoring and reportingThe department will provide information relating to the Equipment loan and trial service to ISQ and QCEC.Data to be providedTimeframeDoE provides to ISQ and QCEC the breakdown of the service with:numbers of students;disability category; andresources/support provided. Annually – February of the following year. The steps involved in providing this information are outlined below:Each DoE region records the details of equipment loans and trials (this recording is determined by individual regional processes).Each DoE region provides non-state schools with details of equipment loans and trials (this notification is determined by individual regional processes).State Schools – Disability and Inclusion provides an annual report in February of the following year outlining the numbers of students, disability category and resources/support provided through this service to ISQ and QCEC.Further informationThe Guidelines for the equipment loan and trial service provides further information about this service.FormsNon-state school equipment loan and trial service – Request formSchedule 5 – Alternative format production and resource serviceMOA states:General descriptionThe alternative format resource service is a statewide loan collection managed through DoE’s Metropolitan region for students with vision impairment who require, as an education adjustment, curriculum materials in formats other than standard print. Braille, audio and large print resources are held in this collection. Alternative format resources are produced upon request for individual students with vision impairment. They are primarily alternative formatting of school text books. The resource collection includes: textbooks and recreational reading in Braille textbooks and recreational reading on audio (CD, MP3 and DAISY) recreational reading in large printtwin vision books (Braille and print)tactile story books tactile kits. Service availabilityThis service is available to students enrolled in a Non-State School requiring direct essential services who have been verified as meeting EAP disability criteria (or are awaiting Verification) in the specific impairment area of vision impairment. Access requirementsThe relevant Non-State School must complete the DoE approved Request form, or any replacement form provided by DoE to QCEC and ISQ from time to time during the Term, and accept the terms and conditions outlined before accessing the library resources and services.ProcessThe steps associated with the Alternative format library service (referred to in the MOA as the Alternative format production and resource service) are outlined below:The non-state school determines the eligibility of each student to access the Alternative format library service by ensuring that the student:has a verification status (including awaiting verification) in DoE’s EAP category of vision impairment; andis supported by a DoE Advisory Visiting Teacher (AVT).The non-state school completes a Media request form to borrow resources or to request that materials be produced. This is signed by the non-state school Principal who accepts the terms and conditions for borrowing and use of the library resources and services.If a requested item is not in the Alternate format library collection, a transcription service is provided to produce appropriate curriculum materials in braille (including tactile diagrams) or in large print.Monitoring and reportingThe department will provide information relating to the Alternate format library service to ISQ and QCEC.Data to be providedTimeframeDoE provides to ISQ and QCEC the breakdown of the service with:numbers of students; andresources/support provided. Annually – February of the following year.The steps involved in providing this information are outlined below:The Alternate format library records the details of resources and support provided to non-state schools and monitors the borrowing and return of resources.State Schools – Disability and Inclusion provides an annual report in February of the following year outlining the numbers of students, disability category and resources/support provided through this service to ISQ and QCEC.Further informationFor further information relating to the Alternative format library service, refer to:Support to non-state schools Enquiries can be made by contacting: Telephone: (07) 3823 0766Fax: (07) 38230760 Email: 3140_Alternative_format_library@eq.edu.auFormsMedia request form Schedule 6 – Paediatric low vision clinic serviceMOA states:General descriptionThe Paediatric low vision clinic (PLVC) provides a range of specialised vision assessments, support and information to assist students with vision impairment, their families and specialist support staff.The PLVC is based in Brisbane and provides outreach services to major centres throughout Queensland. Referral to outreach services is made through the vision impairment specialist teacher in consultation with school staff, parents and the student (if relevant), specialist teachers or relevant regional staff. Medical practitioners can also make direct referrals to the PLVC.Service availabilityThis service is available to students enrolled in a Non-State School who have had their educational support needs verified (or is awaiting Verification) in DoE’s Education Adjustment Program (EAP) area of vision impairment.Access requirementsThe relevant Non-State School must complete the DoE approved Paediatric low vision clinic request form, or any replacement form provided by DoE to QCEC and ISQ from time to time during the Term, and accept the terms and conditions outlined in the form.ProcessThe Education low vision assessment centre (ELVAC) (referred to in the MOA as the Paediatric low vision clinic service) is based in Brisbane and provides outreach services to major centres throughout Queensland.The steps associated with the ELVAC are outlined below:The non-state school determines the eligibility of each student to access the Education low vision assessment centre by ensuring that the student has a suspected or diagnosed vision impairment. This may or may not include having a verification status (including awaiting verification) in DoE’s EAP category of vision impairment.The non-state school consults with the Advisory Visiting Teacher – Vision Impairment (AVT – VI) who makes the referral to the ELVAC. This is completed in consultation with the student (where possible), parents/carers and school staff. Note: Medical practitioners can make referrals directly to the ELVAC.The Parent/Carer consent form is completed by the parent/carer and student (where possible) providing details of the student’s specialist/s and providing consent for the referral to the ELVAC.The parent/carer and the ELVAC consultant optometrist completes the Education Low Vision Assessment Centre – Medical release form . The ELVAC consultant optometrist then sends the form to the student’s medical specialist/s (e.g. ophthalmologist, neurologist or paediatrician), requesting medical information be supplied to the consultant optometrist at the ELVAC.Monitoring and reportingThe department will provide information relating to the ELVAC to ISQ and QCEC.Data to be providedTimeframeDoE provides to ISQ and QCEC the breakdown of the service with:numbers of students; andsupport provided. Annually – February of the following year.The steps involved in providing this information are outlined below:The ELVAC records the details of support provided to students enrolled in non-state schools.State Schools – Disability and Inclusion provides an annual report in February of the following year outlining the numbers of students and support provided through this service to ISQ and QCEC.Further informationFor further information relating to the Education Low Vision Assessment Centre service (including access to a brochure), refer to:Support to non-state schools Enquiries can be made by contacting: Telephone: (07) 3823 0747 Fax: (07) 3823 0757 Email: 3140_ELVAC@eq.edu.au FormsParent/Carer consent formEducation Low Vision Assessment Centre – Medical release formSchedule 7 – Hospital education program serviceMOA states:General descriptionStudents attending hospital education programs present with a range of medical, developmental, behavioural, emotional and mental health difficulties. DoE supports one hospital school at the Queensland Children’s Hospital (Brisbane) as well as a range of regional programs based at hospitals throughout Queensland. There are also targeted mental health programs that operate outside of hospitals (supported by Child and Youth Mental Health Services). Hospital programs aim to:implement quality targeted teaching programsensure continuity of educational programs support re-entry transitions to base schools (providing educational pathway options)contribute to student well-being and treatment through staff participating in multi-disciplinary teams reduce barriers to learningprovide differentiation and promote inclusive practices support schools through professional learning.Service availabilityStudents attending hospital education programs must be enrolled at a State School or Non-State School. As per the department’s Delivery of educational services in hospital and health settings procedure, students are eligible to attend a hospital education program if they are currently enrolled in a school (may be a State Schools or Non-State School) and are medically cleared by hospital staff to attend the program, and where:they are currently receiving treatment in the hospital as an inpatient or outpatient, andare anticipated to be absent from their base school for four or more school days, orare being treated for a chronic or acute condition that requires multiple periods of absence from their base school;they are a family member of a patient who is receiving extended medical treatment in a hospital setting and are absent from their regular place of residence (this service is at the discretion of the Principal responsible for the hospital education program, based on student needs); orexceptional circumstances exist and special consideration is authorised by the Principal responsible for the hospital education program and the DoE Regional Director.Access requirementsRequirements to access this service are outlined in the Delivery of educational services in hospital and health settings procedure.ProcessThe Queensland Children’s Hospital School (QCHS) is a multi-campus school that offers educational programs to students from Prep to Year 12 for inpatients, outpatients and family members of hospitalised patients in Brisbane.Campuses are located at:Queensland Children’s Hospital, South BrisbaneMater Health Services Building, South BrisbaneRoyal Brisbane Hospital, HerstonDay Program, ChermsideAdolescent Extended Treatment Centre, ChermsideActforKids, WooloowinHospital education programs outside of Brisbane are located at:Cairns Hospital – paediatric wardGold Coast University Hospital – paediatric wardIpswich Hospital – paediatric wardLogan Hospital – paediatric ward and adolescent mental health unitRobina Hospital – adolescent mental health unit and day programRockhampton Hospital – paediatric wardSunshine Coast University Hospital – paediatric ward and adolescent mental health unitToowoomba Hospital – paediatric ward and adolescent mental health unitTownsville Hospital – paediatric wardTownsville, Kirwan Health Campus – adolescent inpatient unit and day service.The steps associated with accessing the Hospital education program service are outlined below:Parents/carers contact the office of QCHS for further information regarding eligibility to attend the school.Base school Principals retain the student’s enrolment and record the student’s absence with reason code A – School Activity.For all hospital education programs, students are registered on OneSchool under QCHS.Monitoring and reportingThe department will provide information relating to the Hospital education program service to ISQ and QCEC.Data to be providedTimeframeDoE provides to ISQ and QCEC the numbers of students who accessed the Hospital education program service. Annually – February of the following year.The steps involved in providing this information are outlined below:QCHS records the details of students who are enrolled in non-state schools and are receiving a service through the Hospital education program service.State Schools – Disability and Inclusion provides an annual report in February of the following year outlining the numbers of students provided a service through the Hospital education program service to ISQ and QCEC.Further informationFurther information for parents/carers about accessing the Queensland Children’s Hospital School (QCHS) can be located here.Schedule 8 – Nationally Consistent Collection of Data (NCCD) on School Students with Disability cross-sector moderationMOA states:General descriptionIn December 2018 the Queensland Government entered into the Bilateral Agreement between Queensland and the Commonwealth on Implementation of School Education Reform (the Bilateral Agreement). This included an action for all sectors to conduct moderation of Nationally Consistent Collection of Data (NCCD) on School Students with Disability across State and Non-State Queensland schooling sectors. This commitment is to be implemented over the life of the Bilateral Agreement to 31 December 2023.Service availabilityDoE, QCEC and ISQ will meet at least annually to coordinate the delivery of cross-sector moderation sessions, including dates, locations, facilitator and participant numbers.All scheduled cross-sector moderations sessions will be distributed and promoted by all DoE, QCEC and ISQ to schools, clearly articulating date, facilitator, time, location and registration details. School participation in cross-sector moderation sessions is not mandatory.Data sharing and reportingDoE, QCEC and ISQ will share information regarding their completed cross-sector moderation sessions including date, location, school details and participant numbers after the delivery of their final facilitated session.ProcessCross-sector moderation aligns with The National School Reform Agreement, Appendix 7: Bilateral agreement between Queensland and the Commonwealth on implementation of school education reform to enhance the national evidence base for NCCD.The steps associated with the NCCD cross-sector moderation are outlined below:DoE, ISQ and QCEC meet annually in August to coordinate the delivery of cross-sector moderation sessions for the following year. Planning will include decision-making about dates and locations, with opportunities for staff across Queensland in metropolitan, regional and rural areas to engage in cross-sector moderation.All sectors agree upon communication strategies, workshop formats, privacy protocols for sharing document sets for moderation, evaluation and data-sharing. All scheduled cross-sector moderation sessions are distributed across DoE, ISQ and QCEC locations so that participants from all sectors have the opportunity to access a suitable session.Monitoring and reportingThe department will provide information relating to NCCD cross-sector moderation to ISQ and QCEC.Data to be providedTimeframeDoE, ISQ and QCEC will share information regarding their completed cross-sector moderation sessions including:date;location;school details; andparticipant numbers.After the delivery of their final facilitated session.DoE will provide ISQ and QCEC data on:total number of moderation sessions;date;location;school details; andparticipant numbers.Annually – August, two weeks after Census.The steps involved in providing this information are outlined below:DoE, ISQ and QCEC record information regarding cross-sector moderation sessions.DoE, ISQ and QCEC share information after the delivery of the final facilitated sessions, including the date, location, school details, participant numbers and evaluation of each cross-section moderation session.State Schools – Disability and Inclusion provides an annual report in August, two weeks after Census outlining details of the total number of cross-sector moderation sessions, date, location, school details and participant numbers.Annexure A – Reporting framework summaryScheduleData to be providedTimeframe1. Dual enrolment programState school, FTE, non-state school, FTE, start date, end dateAnnually – February of the following year.2. Advisory Visiting Teacher serviceISQ and QCEC will provide DoE with a breakdown of the FTE allocation of AVT for their sector, aligned with each of the DoE regions.DoE will provide to ISQ and QCEC the break-down of service delivery (school, disability category, support type, hours). Breakdown of AVT FTE provided for their sector, aligned with each of the DoE regions.October of the preceding yearAfter each Semester (July and January)Annually – February of the following year.3. Education Adjustment ProgramDoE will provide to QCEC and ISQ details of students enrolled in a Non-State School in their sector who are verified in the impairment areas of hearing, physical and/or vision impairment, as well as verification review date information.Numbers of students verified in the disability categories of hearing, physical and/or vision impairment.Quarterly reports (February, May, August, November each year)Annually – February of the following year.4. Students with disability equipment loan and trial serviceNumbers of students, disability category, resources/support provided. Annually – February of the following year.5. Alternate format production and resource serviceNumbers of students, resources/support provided. Annually – February of the following year.6. Paediatric low vision clinic serviceNumbers of students, support provided. Annually – February of the following year.7. Hospital education program serviceNumbers of students Annually – February of the following year.8. Nationally Consistent Collection of Data on Schools Students with Disability Cross-Sector ModerationDoE, QCEC and ISQ will share information regarding their completed cross-sector moderation sessions including date, location, school details and participant numbers.DoE to provide ISQ and QCEC data on total number of moderation sessions, date, location, school details and participant numbers.After the delivery of their final facilitated session.Annually – August, two weeks after Census. ................
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