ࡱ> B  !"#$%&'()*+,-./0123456789:;<=>?@ACDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~R FgUWorkbookk$SummaryInformation( DocumentSummaryInformation8  F\pdoug Smith Ba= ThisWorkbook=(w;8@"19Arial19Arial19Arial19Arial1=9Arial1 9Arial19Arial19Arial19Arial19Arial19Arial19Arial1Q9Tahoma1Q9Tahoma1Q9Arial1Q9Arial1Q9Arial1Q9Tahoma19Arial1Q9Tahoma1Q9Tahoma19Arial1Q9Tahoma19Calibri1 9Calibri19Calibri149Calibri1 9Calibri19Calibri19Calibri1,89Calibri189Calibri189Calibri1>9Calibri149Calibri1<9Calibri1?9Calibri1h89Cambria19Calibri1 9Calibri19Arial19Arial19Arial19Geneva19Arial19Arial1 9Arial"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)"$"#,##0;\-"$"#,##0"$"#,##0;[Red]\-"$"#,##0"$"#,##0.00;\-"$"#,##0.00#"$"#,##0.00;[Red]\-"$"#,##0.0050_-"$"* #,##0_-;\-"$"* #,##0_-;_-"$"* "-"_-;_-@_-,'_-* #,##0_-;\-* #,##0_-;_-* "-"_-;_-@_-=8_-"$"* #,##0.00_-;\-"$"* #,##0.00_-;_-"$"* "-"??_-;_-@_-4/_-* #,##0.00_-;\-* #,##0.00_-;_-* "-"??_-;_-@_-0.0"Yes";"Yes";"No""True";"True";"False""On";"On";"Off"],[$ -2]\ #,##0.00_);[Red]\([$ -2]\ #,##0.00\)![$-C09]dddd\,\ d\ mmmm\ yyyy 0.00000% [$-F800]dddd\,\ mmmm\ dd\,\ yyyy[$-409]h:mm:ss\ AM/PM                                                                      ff          P  P !  !  "   # ` $      %   & ' a> ( "    !   "@ @/ Z @/ Z@ @/ Z!@ @/  @ @+ Z@ @+ Z@ @+ @+  @@) " !    " !    !@@ " @  "@@  "@@  "@ 1 1 1 1Z@ @  #   "@ "@@ " @ #  !@@ " @ Z@ @+ Z@ @+  Z@ @/   Z@+  0@  0 Z@@/ Z@ / Z/  "  0 !4 1 1Z@ @  Z@ / Z/ !@ @) @@)   @@ "@  !@ #  "@ @  "@ "@@    @   * " @ * "@ * "@@ + "@ + " @ Z@/ "@ @ "@ @ 1 @ @  @ @ !@ @  @ @  @ @ -!@ @ - @ @ . - -# .! . . .  # / 1 -!   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Remember, the CASES21 data is changed every 'refresh' 7 Excel 2007: Excel 2007: 7Review' -'Unprotect Sheet' 7Data' - 'Filter' 7View' - 'Freeze panes' 7(Home' (Styles)- 'Conditional Formatting' 7 *INFORMATION ENTERED MANUALLY BY THE SCHOOL 7OIf you wish to add extra data about a student, add to the columns on the right. 7HThese headings are designed to show INTERVENTION strategies and programs 7These need to be recorded in a column so that later in the year you can see whether the strategies to bring change have been effective, or not! 7The SMT was designed to make it easy to check on your retention rates and destination data. The SMT enables you to check on issues as they emerge, rather than waiting until the end of the year. 7iNOTE the little red triangles/flags across the headings (on your computer version). Pass the cursor over  77one of them and more detailed information is available. 7e.g. select the lowest Reading results, and see if they are already in a Literacy support program (in class - or withdrawal) or whether they should be considered for extra help& .or just watched carefully. 7wIt is important that whatever you have decided to do should be recorded, and not left for the memory of one individual. 7RECOMMENDED PROCESS: 7#Check your school's Strategic Plan 7lThere will be aspects where it is important you are able to monitor progress towards a goal/target. For example, you will need to identify which students are causing your attendance figures to be low.  7 _simply 'right-click' on the cell and select 'Insert comment'. This can be modified at any time. 7HThis data is always what is on CASES21 at the time of the last 'refresh' 7, 'Freeze rows and columns' or 'Freeze panes' 7Using the filter, start with the attendance rate: select all those under 80% attendance and see if they have other 'warning signs'. 7gWe may want to watch the progress of these, so I would add a symbol e.g a "?" in the Risk Level column. 7 CASES21 DATAv authorised to do so and should comply with the Department of Education's Information Privacy Principles Maths - NAP - most recentReading NAP - most recentReading ENG REA - most recentNumber MAT - most recentLiteracy programsMove across the columns on at a time, select the group you wish to investigate; see if intervention looks necessary and, if there is no entry in the appropriate intervention column, add a symbol to indicate the need to follow up. 74 'Conditional format' - to add colour as a highlight 74 'Unprotect sheet'- to enable data to be manipulated 7 BUse the 'filters' provided in version 2, or add them to version 1. 7! 'Data' - 'Filter' -'Auto filter' 7: 'Format' - 'Conditional formatting' - follow instructions 7 'Window' - 'Freeze panes' 7see 'Help' for more details 7?Note also that the red flags do not appear in the printed copy! 7cYou can use this feature to add any confidential comments in the school-added information section - 7sThe extracted data is intended to show the key warning signs relating to students at risk of not completing school, 7sor leaving school without being adequately equipped to make a succesful transition to the next stage of their life. 7nIt is designed to assist schools identify specific groups of students for whom the DEECD has specific policies 7,e.g. Koorie students, students in state care 7ESSENTIAL EXCEL SKILLS: 7#Tools' - 'Protection' - 'Unprotect' 7Excel 97-2004: 7STUDENT MAPPING TOOLDate of last refresh of data :Date of last refresh of data5Maths programs e.g. after school help, family maths.. &DESTINATION on Exit - at 0 months )PRE-EXISTING DATA DOWNLOADED FROM CASES21 7Behaviour Management programsStudent Wellbeing programsCase Management:External agenciesM/FYr 11/12RiskProgress;  at risk summarySpecial AlertsLiving ArrangementsAdministrative proceduresFINALLY Agency/support on leaving schoolUThe headings also provide a checklist of the types of interventions, so please leave  78them - even if you do not use all of them at the moment. 7** 7>UNTIL THIS SECTION IS BEING USED THE SMT IS NOT BE IMPLEMENTED 7 IN THE WAY IT WAS DESIGNED. 7 Voc Ed/alternative programs3Special Assistance e.g. Speech Patholgy;Integration l* NB: The CASES21 Database of a school contains personal information on students, family members and staff. UAny querying of the database and extraction of data should only be done by a person <(available online at http://www.eduweb.vic.gov.au/privacy). GThe use to which this data is put is also subject to Privacy Principles#MAPPING INDIVIDUAL SUPPORT PROGRAMS Attendance Literacy Numeracy RelationshipsSFOMIPs Tracking Section English VELS  Maths VELS SuspensionsParents MainstreamSelective Programs:Registration No.ST Key - CASES21 Year Level Home GroupName of StudentAttendance Rate %Number of days - Internal1Number of days - External5 Occupation code Alert to N and D, and query U *Koorie *Refugee *Disability *Integration *YouthAllow *Access *Risk *Medical Date of Exit RISK LEVELMIPsExternal program/sFormal Support GroupLGA Family Services involved.Unapproved Absences (flag if skipping classes) G DESTINATION - at 6 monthsj) +01N <4 6 8;==?2A4ABDB/MCkgkhpkihB   yyyy_)[$## }-}?  yyyy_)}(} yyyy_)}(} yyyy_) M 20% - Accent1 ef %M" 20% - Accent2 ef %M& 20% - Accent3 ef %M* 20% - Accent4 ef %M. 20% - Accent5 ef %M2 20% - Accent6  ef %M 40% - Accent1 L %M# 40% - Accent2 L湸 %M' 40% - Accent3 L %M+ 40% - Accent4 L %M/ 40% - Accent5 L %M3 40% - Accent6  Lմ %M 60% - Accent1 23 %M$ 60% - Accent2 23ٗ %M( 60% - Accent3 23֚ %M, 60% - Accent4 23 %M0 60% - Accent5 23 %M4 60% - Accent6  23 %AAccent1 O %A!Accent2 PM %A%Accent3 Y %A)Accent4 d %A-Accent5 K %A1Accent6  F %9Bad  % Calculation  }%  Check Cell  %????????? ??? 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Do you have the academic results for your new Year7 students sent to you by the feeder primary school? It is easy to arrange and it would save time if it were part of your Transition program.<Y~~  <=  XPP?f%]4@= =  \X@rUV)|E ,<-Most Recent CSF or VELS Dimensions for Years P-10. Look for significant underachievement. Years 11 and 12 will only show results at the end of Year 10 - as VCE/VCAL levels are recorded on VASS. Look for 'failing' of these subjects at VCE/VCAL levels. See also comments for Literacy AND English VELS. <,~~  <,=  XPP?#Q)]4@= ,= + %Y)Du 1 @<A This may be extended to include serious anti- social incidents.<2@  6(=  XPP?" &)]4@= (= ( 2R`B) "<# It is strongly recommended that the support programs be grouped according to the categories of data e.g. literacy; numeracy; relationships. Please list all external as well as internal programs as this is the only place where you can get an overview of the breadth of the school's program.<"0e g ) 63=  XPP?" Kr]4)@= 3= ( 8V^EF5Pl < Don't worry about these two identifier columns. They are needed to keep all data related to one student together. Do not print them.< ~~ * <(=  XPP?r*]4*@= (=  kJh?ICE{@  m<n This code speeds your search in CASES21 when looking for more detailed information about a specific student.<m + 6x =  XPP?"  ]4+@= x =  bBTL AמĀ < Multi campus schools are strongly advised to clasify their groups using a campus identifier first, the year level second, and home group last (e.g. C8A). This will help you to use the sorting function of Excel.<\f~~ , <#=  XPP? r]4,@= #= 1 ÆGlιM&ET@Q  < CASES21 staff advice is to check that all members of one family are linked when a new student is registered. This will be easier for sending accounts as well as for checking on attendance issues.< +t@@~~ - < =  XPP? Ori]4-@= = H$ AB?qIV/B  <y Look for the high figures irrespective of the percentages. How do we record 'unapproved'?& by accepting any note? Does this indicate truancy? Or parents covering up? Or forged notes? Or& .?< h k <~~ . < =  XPP? r ]4.@=  =  ]LI < 80% or less is a warning sign, i.e. 1 day per week is standard criteria for VCE etc. In CASES21 version 40 ALL students will be printed out - leaving you the option of deciding on your own cut-off point. You could sort each class on the basis of attendance to see the size of any attendance problem...AND to link in with 'It's Not OK to be Away'. Alternatively, you may just highlight each cell where attendance is a concern.<~~ / <( =  XPP? r]4/@= ( = 8 dt75AG臹z <Set a benchmark that is acceptable for each Year level, and mark those below that level. It is recommended you use Conditional Formatting to highlight the data. For VELS: suggest Yr.7 - Level 4 & below Yr.8 - 4.5 & below Yr.9 - 5 & below Yr.10 - 5.5 & below <@ ~~ 0 <x=  XPP?09 k]40@= x=  A*fz`% |<} Effectively this is for 'in- house' suspensions. You might find it useful to record these on CASES21, as it can be used in conjunction with all the other related data. Entries are made in this column by extracting info from the coded reasons for absence. Code 400 is for internal suspensions, and code 401 for official external suspensions.It is your interest to use these codes.<||~~ 1 <(9=  XPP?rr]41@= (9= x i5ïKe8 < This shows the number of formal suspensions where a student is NOT at school. Use code 400 in the pulldown screen which records the reason for a student being absent.<?an~~ 2 <X<=  XPP?r!]42@= X<= h; h7X rE)L l0<m The categories follow those set & used by the Commonwealth Government. Ensure all 'U' categories are eliminated, because it is costing the school in terms of the School Resource Package. Independent students - not living at home- should be marked as 'N'. The socio-economic indicators show we should take note of categories 'D'- low skilled, and 'N' - unemployed.<0xH p fl@ ~~ 3 <h>=  XPP?r$]43@= h>= x= gD ]!u < It is important to follow up the destination both on leaving school, and 6 months later as per MIPs guidelines. Has the person gone to a 'preferred' destination? Source of data: ST21080 in CASES21<  4 6A=  XPP?" r)\ <]44@= A= A cK35HGn?   < Destination data is published annually in the newspapers. You can see not only who has left, but also whether they have gone to (what the school decides is) a 'good' destination. It is suggested that the best destinations are: tertiary study, entering TAFE 3/4,apprenticeship, and full-time employment. You can also see the characteristics of those who have left-especially for an 'unsatisfactory' destination, and see what programs people had been involved with.< pv 5 6C=  XPP?" ".r% ]45@= C= XB )gWQ>Ft/: < This has been provide as a one-stop checklist for MIPs Coordinators to help keep tabs on the follow-up process which is required. If not used in this way the column provides space for Comments<o@% P~~ 6 <F=  XPP?$:r&y U]46@= F= E 1$;]GeN; < School staff will summarise the previous information, and prioritise. It is recommended that a code (e.g. '1') be given to, at least, those most highly at risk. The cell should also be coloured in (e.g. red). This warning will stay with the student when the data is refreshed, and can be used to note any changes over time. This ranking is also most useful for determining priorities for Youth Pathways.<u ~~ 7 <H=  XPP?+r.e]47@= H= G M8 E! C' <[INVITE/CONTACT YOUR LOCAL LLEN - the LLEN often knows who, from within the local community, is best placed to assist& .and they may be able to broker a deal for the school. < ~~ 8 <(L=  XPP?'~r*]48@= (L= 8K ܺ/Lnf1 <Membership of the group MUST be wider than is common; it should cover the person's life and interests & involve the breadth of school staff - including welfare/MIPs - as well as parents & their support, and outside agencies/persons. <p~~ R <O=  XPP? ]4R@= O= O aJTYY ><? What program does the school have to keep numbers low? NB: most commercial roll marking packages are period by period and can be downloaded into CASES21 (as of Dec 2005 upgrade) Once the student is at school, what is being done to support their continuing attendance? i.e. what programs are the 'at risk' linked into?<.> ~~ S <Q=  XPP?hp]4S@= Q= P `SI(B < What special help is available for individuals and groups in need? Have you thought of sorting your data by academic results, and matching it with the names of those receiving extra assistance? You will quickly see if all those who need help are getting it.<~~ T <S=  XPP?f]4T@= S= R oN:wG&θ{ C<D What special help is available for individuals and groups in need?<?C~~ U <hV=  XPP? ]4U@= hV= U ˷͕JV) C<D What special help is available for individuals and groups in need?<?C~~ W <X=  XPP?".$]4W@= X= xX k2J~VZ& < This column can be used as a Comments column, or you may choose to simply delete it if it is not of any use. This usually will apply to primary schools, and secondary schools without a senior component.<X~~ X <\=  XPP?*/"]4X@= \= [ PyqIT? < Names of programs can be changed. New prorams can be added - either by inserting a column, or adding a column at the end.IF A COLUMN IN THIS AREA OF SUPPORT PROGRAMS IS NOT BEING USED - PLEASE DELETE IT.<6@@~~ Y <8`=  XPP?,P0t ]4Y@= 8`= H_ Z])7A`3r < It is strongly recommended that all Programs have set goals which relate directly to the current school goals and targets.The programs need to be seen as part of the Learning, Belonging, and Destination goals/targets, and not stand-alone activities. Build in a requirement that the person in charge provides an accurate "class list'' of the program and attendance record to an appropriate person (e.g. Student Manager, Year Level Coordinator, etc.) on a regular,specified, basis- to enable this data base to be current. It is important that the focus of programs chosen include such things as desirable destinations, and that staff know the program will be evaluated accordingly.< ~~ ^ <(b=  XPP?r]4^@= (b= 8a bEKvB  <Set a benchmark that is acceptable for each Year level, and mark those below that level. It is recommended you use Conditional Formatting to highlight the data. For VELS: suggest Yr.7 - Level 4 & below Yr.8 - 4.5 & below Yr.9 - 5 & below Yr.10 - 5.5 & below <   ~~ _ <(d=  XPP?r^+]4_@= (d= 8c mEf< <Set a benchmark that is acceptable for each Year level, and mark those below that level. It is recommended you use Conditional Formatting to highlight the data. For VELS: suggest Yr.7 - Level 4 & below Yr.8 - 4.5 & below Yr.9 - 5 & below Yr.10 - 5.5 & below <v~~ ` <f=  XPP?fr%k]4`@= f= (e Ch4F^3R <Set a benchmark that is acceptable for each Year level, and mark those below that level. It is recommended you use Conditional Formatting to highlight the data. For VELS: suggest Yr.7 - Level 4 & below Yr.8 - 4.5 & below Yr.9 - 5 & below Yr.10 - 5.5 & below <~~  <h=  XPP?!]4@= h= g sQ3I&cN| < Each category demands automatic careful examination, & special assistance. It is not essential for the reviewing group to know all the details, just that the situation needs to be monitored. The categories from top (Koorie) to bottom (medical) are shown from left to right.<# ~~  <i=  XPP?*'r.:U]4@= i= i yRCtL1  l<m First establish a win-win relationship with your LGA services, then offer them the opportunity to support. You will find that it is members of the same family who sometimes present as having issues with attendance. To tackle the attendance of one student in isolation can ignore the family issues which, if sorted, can impact on the attendance of all the family. <l  Nl=  X?]4@= l= j ]M  <user: This column can be used as a Comments column, or you may choose to simply delete it if it is not of any use. This usually will apply to primary schools, and secondary schools without a senior component.<3  N8p=  X?hr}]4@= 8p= n 7FjCG%YϬK `<B - Home with BOTH parents/guardians O - Home with One parent/guardian A - Arranged by state- i.e. out of home care H - Homeless Youths I - Independent living <`'*JMx{b_ h` a C "]Fa!= 8r d lh` b C "]Fb!= Xs lh` c C "]Fc!= t d lh` d C "]Fd!= Xv   lh`  C "]F!= w d lh` e C "]Fe!= Xy d lh` f C "]Ff!= z d l<h` g C "]Fg!= X| d l<h` h C " ]Fh!= } d l<h` i C "  ]Fi!= X d l<h` j C "  ]Fj!= ؀   l<h` k C "  ]Fk!= X d l<h`  C "  ]F!= ؃ d l<h` l C " ]Fl!= X d l<h` m C "]Fm!= ؆ d l<h` n C "]Fn!= X d l<h`  C "]F!= ؉ d l<h` o C "]Fo!= X d l<h` p C "]Fp!= ، d l<h` q C "]Fq!= X d l<h` r C "]Fr!= ؏ d l<h` s C "]Fs!= X d l<h` t C "]Ft!= ؒ d l<h` u C "]Fu!= X d l<h`  C "]F!= ؕ d l<h` v C "]Fv!= X d l<h` w C "]Fw!= ؘ d l<h` x C "]Fx!= X d l<h` y C "]Fy!= ؛ d l<h` z C "]Fz!= X d l<h` { C "]F{!= ؞ d l<h` | C " ]F|!= X d l<h` } C " !]F}!= ء d l<h`  C "!"]F!= X d l<h` ~ C ""#]F~!= ؤ d l<h`  C "#$]F!= X d l<h?`-./!YuserR doug.smith S doug.smith T doug.smithU doug.smith doug.smith0$Department of Education and TrainingWuserrXuserr  doug.smith  08306670t doug.smith  Doug Smith ) Doug Smith *user + Doug Smith ,user - doug.smith . doug.smith  / doug.smith  ^08739803t _08739803t `08739803t0user91user92 doug.smith 0$Department of Education and Training3 doug.smith 4 Doug Smith 5 Doug Smith 6 doug.smith  7 doug.smith !8 doug.smith " doug.smith > @<dd@<B   7  ; Sheet1gg{tt&`b.{U{ &;wnw   Oh+'0 PXh 'userVersion 1.12 (23/10/2008) Doug SmithMicrosoft Macintosh Excel@I@= @`ZI ՜.+,0 PXd lt| ' s99 Master List  Worksheets FMicrosoft Excel Sheet8FIBExcel.Sheet.8CompObj T