Foreword

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Acknowledgements

WhatareServiceDeliveryStandards

WhatisthepurposeofServiceDeliveryStandards? WhoaretheServiceDeliveryStandardsfor?

HowweretheServiceDeliveryStandardsdeveloped? HowaretheServiceDeliveryStandardsorganised? HowwilltheServiceDeliveryStandardsbeimplemented?

HowwilltheServiceDeliveryStandardsbemonitoredandreviewed?

ServiceDeliveryStandardsOverview Standard1:ServiceCulture

7 8 9 10 11 12 13 14 15 16 17 18 19

Standard2:ProfessionalBehaviour Standard3:Communication

Standard4:IntegratedServiceDelivery Standard5:ServiceEvaluation Standard6:Prereferral Standard7:Referral

Standard8:Assessment Standard9:Intervention

Standard10:ResourceAllocation Standard11:CapacityBuilding

Standard12:RecordManagement

Appendix1:KeySupportingDocumentsforStandard9 Appendix2:KeySupportingDocumentsforStandard10

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The Service Delivery Standards for Support Services mark an important milestone in our joint commitment to strengthen service improvement and accountability for all Support Services staff workinginregions. At the beginning of 2009, Support Services were restructured into multidisciplinary teams with servicesacrosseightspecialistareascomingtogetherintheoneteamundertheleadershipofone manager. The value of this integrated team approach is well documented and supported. These Standardshavebeendevelopedtoreflecttheworkofanintegratedteamofdiverseservicesrather thananysingleanddistinctservice. The Service Delivery Standards support a strong service ethos, with Support Services staff building their relationships and partnerships with preschools and schools through clear expectations and accountability. TheStandardswereapprovedbytheCentralCoordinationCommitteeinFebruary2011,followinga comprehensiveconsultationprocesswitharangeofstakeholders. IthanktheWorkingGroupandallthepeoplewhohavecontributedtothisvaluablework. TrevorRadloff DIRECTORSITEANDREGIONALIMPROVEMENTANDACCOUNTABILITY

The Service Delivery Standards were developed by the Quality Improvement and Accountability (SupportServices)Groupcomprisingthefollowingmembers: Convenor SophieTakmaki(ManagerRegionalProfessionalSupport) BarbaraLennon(ManagerRegionalSupportServices) ShayneDavis(ManagerRegionalSupportServices) CatherineNikkerud(ManagerQualityImprovementandEffectiveness) ChrisLawrence(PerformanceAnalysisandReportingConsultant) GrahamWood(PrincipalElizabethNorthPrimarySchool) BrentonRobins(PrincipalVictorHarborPrimarySchool) LynRowe(PreschoolDirectorHappyValleyKindergarten) DeanAngus(PrincipalMoontaAreaSchool) RobShepherd(PrincipalLeFevreHighSchool)

SupportServices

QualityImprovement

Preschools/Schools

Thank you also to the wide range of people who provided feedback and input to drafts and discussions. These people included the Managers Regional Support Services, regional Support Services staff, Regional Directors, Assistant Regional Directors and regional staff, preschool and schoolsstaffandstateofficestaff.

Servicedeliverystandardsareasetofclearandpubliccriteriawithexplicitindicatorsthatdefinethe servicedeliveryperformancebywhichSupportServicescanbemonitoredandreviewed. ThestandardsdefinethequalityofservicethatSupportServicesstaffprovide,andassucharesetata level that can be achieved within the current resources and with clear, targeted and measurable improvementgoals.

TheoverallpurposeofServiceDeliveryStandardsistomaximisechildandstudentlearning.Support Services staff working in partnership with sites staff in the development and implementation of effectivestrategiestoimprovechildandstudentoutcomes.Thestandardsaimto: supporttheprovisionofconsistentlyhighqualityservicedelivery encouragecontinuousimprovementandidentifyspecificareasforimprovingservicequality assistserviceproviderstoselfauditthequalityoftheirservice fosteracollectivecommitmenttoqualitythroughacommonsetofclearandmeasurable criteria assistsitesinknowingwhattoexpectfromserviceprovidersinrelationtothequalityof servicedelivery maximisesitestaffsatisfactionandconfidencewiththeservice meetreportingandaccountabilityrequirements assistwithmonitoringandevaluationprocesses

regionalSupportServicesstaffandtheirmanagers regionalSupportServicesstaffinclude:AboriginalInclusionOfficers,DisabilityCoordinators, HearingServicesCoordinators,InteragencyBehaviourSupportCoordinators,Psychologists, SocialWorkers,SpeechPathologistsandStudentAttendanceCounsellors preschoolandschoolstaff children,studentsandparents corporateDECSregionalandstateofficestaff

 TheQualityImprovementandAccountabilityforSupportServicesGroup(QIASS)wasestablishedin August2009todevelopservicedeliverystandardsinSupportServices.Thegroupdevelopedadraft oftheservicedeliverystandardsusingthefollowingrangeofsourcesandprocesses: considerationofpreviousservicedeliverystandards considerationoftheDECSImprovementandAccountabilityFramework(DIAf) researchintootherservicedeliverystandardsandserviceefficacy initialconsultationwithManagersRegionalSupportServices analysisofRegionalEffectivenessSurveydata considerationofrolesandresponsibilitiesofSupportServicesstaff Consultation on the draft standards was undertaken over two terms (Term 2 and 3, 2010). The followingkeystakeholdergroupswereinvitedtoprovidefeedbackonthedraft: ManagersRegionalSupportServices regionalSupportServicesstaff corporateleadership(RegionalDirectors,AssistantRegionalDirectors,SchoolandRegional Operationsseniorstaff,CentralProfessionalSupportOfficers) regionalstaff(othermembersofregionalteams) preschoolsandschools ThegroupconsideredallfeedbackduringTerm4,2010andredraftedtheServiceDeliveryStandards. Further work was also incorporated in the document; monitoring and review processes and key supportingdocuments.Workonthesesectionsisnotfinalisedandwillcontinuein2011.

The 12 Standards range from very broad areas (eg service culture) to very specific services and processes (eg referral). They cover both public services (ie those directly experienced by sites eg assessment) as well as internal processes(ie those thatindirectly may impact sites but that are not directlyobservableoutsideoftheregionalteam,egrecordmanagement). Inthisdocument,pleasenotethefollowinguseofparticularwords: staffreferstoregionalSupportServicesstaff studentreferstochildrenandstudents sitereferstopreschoolandschoolstaff parentisinclusiveofcaregiverandguardian

Eachstandardissetoutasfollows: Broadstandardtopic(egServiceCulture) ServiceDeliveryStandardonekeysentencedescribingthestandard Definitioninitalics,adescriptionofthebroadtopicinthecontextofthisstandard Whatdoesitlooklike?asetofspecificqualitydescriptors Howwillitbemonitoredandreviewed?theprocess/processesandtoolsformonitoringand reviewingthestandard KeySupportingDocumentsrelevantdocumentsthatshouldbeusedinconjunctionwiththe standard,providingcontextualinformationand/oroperationaldetail. Three of the key overarching documents for these standards are the Codes of Ethics for the South Australian Public Sector (2010), the DECS Improvement and Accountability Framework and the DECS StrategicDirections(currently2011).TheServiceDeliveryStandardsneedtobeviewedwithreference tothesedocuments. Regional Support Services staff and their managers can access the majority of the Key Supporting Documents from the Support Services website (www.decs.sa.gov.au/supportservices) . Please note thatthiswebsiteispasswordprotectedandcanonlybeaccessedbyregionalSupportServicesstaff andtheirmanagers.Forallotherstaff,awiderangeofthesedocumentscanhoweverbeaccessed from the DECS public and intranet websites (www.decs.sa.gov.au and http://in.decs.sa.gov.au ). If youarenotabletolocateaparticulardocument,theregionalManagercanbecontactedtoassist.

The phased implementation process will commence in Term 1, 2011. The phases will involve the following: Phase1CommunicationandFamiliarisation Phase2Localplanningandbaselineinformationcollection Phase3Localimprovementgoalsetting Phase4Localmonitor,reviewandreportingprocesses DuringPhase1,RegionalDirectors,AssistantRegionalDirectorsandManagersSupportServiceswill workwithregionalSupportServicesstaffandotherregionalstafftodiscussthestandardsandfoster understanding and engagement. Managers Regional Support Services will lead more focused discussions with their teams regarding common understandings and local implications. Work will occuratstatewideservicegroupdaysandwithCentralProfessionalSupportOfficers. Eachregionwilldeterminehowthestandardswillbecommunicatedanddiscussedwithpreschooland school staff. As a high level of understanding and engagement from sites is critical, it is highly recommendedthatregionsincorporatearangeofforumswithintheircommunicationstrategywith sites. Regions can contact Sophie Takmaki (Manager Regional Professional Support) to negotiate any supportandassistancetheymayrequireduringPhase1.

TheServiceDeliveryStandardscomplementtheDECSImprovementandAccountabilityFramework (DIAf) by providing a set of specific standards for regional Support Services. The principles of improvement and effectiveness, including self review, improvement planning, intervention and supportandperformancereportingareallimportantelementsoftheprocess.Workwillcontinue in 2011 to develop the specific processes, tools and reporting frameworks to assist regions in monitoringandreviewingtheworkofregionalSupportServicesagainstthesestandards. As with all improvement endeavours, each region will need to begin by gathering baseline informationforeachofthestandards.Thisinformationwillthenformthebasisforsettinglocal improvement goals. Regions will determine which standard/s they would like to target and also determinethedegreeofimprovement(eg5%)theyareaimingfor.

Apositiveservicecultureunderpinsallserviceprovision
Theserviceculturereferstothekeymessagesexpressedthroughtheattitudes,behavioursandprofessionalqualities ofsupportservicesstaff.Thisstandardcomplementstheguidingvaluesandprinciplesofbehaviourandprofessional conductstandardsassetoutintheCodeofEthicsforSAPublicSectorEmployee

staffareaccessible,responsiveandflexible reflectivepracticeandenquiryareevidentinteamprocessesandactivities staffhaveacommitmenttodevelopsoundrelationshipsandworkcollaborativelywithsite, regionalandstateofficestaff staffcollaborationisevidentthroughsharedvaluesandgoals,andcollectiveresponsibilityin allphasesofservicesdelivery,includingplanning,interventionandreviewprocess

RegionalEffectivenessSurvey DIAfCorporateSelfReviewSnapshotToolAttendtoCulture,FocusonCoreBusiness

DECSValues DECSGoals CodeofEthicsforSAPublicSectorEmployees DECSComplaintPolicy DECSComplaintResolutionforEmployeesProcedure GuidetoResolvingGrievancesandComplaintsforDECSEmployees

 Staffdisplayahighlevelofprofessionalbehavioursand attitudesinallaspectsoftheirserviceprovision
A set of behaviours and attitudes that are exhibited by support services staff in their work and interactions with others. This standard complements the guiding values and principles of behaviour and professional conduct standardsassetoutintheCodeofEthicsforSAPublicSectorEmployee

staffmaintainhighlevelsofspecialistknowledge,keepuptodatewithcurrentresearchand methodologiesandprocesses staffparticipateininductionprocesses,professionaldevelopment,effectiveperformance managementprocessesandprofessionalpeersupervisionandsupport staffdisplayeffectiveinterpersonalskillsforworkinginpartnershipwithothers stafffollowthroughonnegotiatedactionsandcommitments staffmaintainconfidentiality staffpositivelypromoteDECSpoliciesandguidelines

PerformanceManagementReviewProcess RegionalEffectivenessSurvey DIAfCorporateSelfReviewSnapshotToolAttendtoCulture,ListenandRespond

CodeofEthicsforSAPublicSectorEmployees CodeofEthics(Psychologists) CodeofEthics(SpeechPathologists) CodeofEthics(SocialWorkers) StandardsforHighlyAccomplishedSpecialEducationTeachers PerformanceManagementPolicy PartnershipsforPerformance AnewrelationshipwithschoolsandpreschoolsDiscussionPaper1

 Communicationprocessesareefficientandeffective
Communicationreferstotheprocessofconveyinginformationthroughwritten,verbalandnonverbal(behavioural) processes

informationprovidedisaccurate,uptodate,easytounderstandandtimely staffcommunicateeffectivelywithadiverserangeofsitestaff,parents,students,regional andstateofficestaff staffkeepsitesinformedoftheirinvolvementinkeyeventswithstudentsbyagreedmethods ofcommunication staffdocumentrelevantcommunication

RegionalEffectivenessSurvey DIAfCorporateSelfReviewSnapshotToolListenandRespond Auditofstudentfiles(hardcopyandelectronic)

CommunicationsGuideforstaffinschools,preschool,childrenscentresandcorporateoffices ICTSecurityPolicy ICTInternetAccessandUsePolicy ICTEmailAccessandUsePolicy

 Anintegratedservicedeliveryapproachthatprovidesa holisticviewandcoordinatedresponsetoissuesisevidentin everyaspectofserviceprovision

Integratedservicedeliveryreferstohowagroupofpeoplefromdifferentprofessionalbackgroundsworktogetherto deliveraholistic,coordinatedandcollaborativeservicetoimproveoutcomesforstudents

staffusetheDECSandlocaloperationalpoliciesandprocessestoprovideanintegrated service staffrespecttheskills,expertiseanddifferentperspectivesotherstaffbringtotheteam staffuseintegratedinformationandrecordmanagementssystemsthatfacilitateeffective informationsharing thereisanegotiatedanddocumentedcasecoordinationstrategywiththesite jointapproacheswithothergovernmentandnongovernmentagenciesareestablishedto providecoordinatedsupport,whererelevant

RegionalEffectivenessSurvey DIAfCorporateSelfReviewSnapshotToolListenandRespond,ThinkSystemically,Focus onCoreBusiness Auditofstudentfiles(hardcopyandelectronic) Feedbackaboutotheragenciesfromsites

IntegratedServicesDiscussionPaper CaseManagementProcesses(tobedeveloped) InformationSharing:GuidelinesforPromotingtheSafetyandWellbeingofchildren,youngpeople andtheirfamilies CollaborationbetweenexternalspeechpathologistsandDECSspeechpathologists

 Systemicreviewandevaluationprocessesinformservice improvementsandfutureplanning
Service review and evaluationrefers to the assessment of the effectiveness and efficiency of processes, programs, and outcomes with a view to improvement of service. This standard complements the DECS Improvement and Accountabilityframework(DIAf)andneedstobeimplementedwithinthisoverallframework.

regularandsystematicprocessestomonitor,reviewandevaluatetheserviceareinplaceto informplanningandcontinuousimprovement evaluationprocessescollectbothquantitativeandqualitativedataovertimetoidentify trends

DIAfCorporateSelfReviewSnapshotToolMakeDataCount,ContinuouslyImprove,Set Directions DataReports EvaluationReports

DECSImprovementandAccountabilityFramework(DIAf) StandardsforImprovementandAccountabilityDiscussionPaper(2009)

 Prereferralprocessesfacilitatetimelysupporttositesto supportstudents
The prereferral process involves the discussion and consultation that occurs with the site to clarify concerns and determinethesupportresponsewhichmayormaynotresultinareferraltosupportservices

sitesareprovidedwithclearinformationabouttherolesandresponsibilitiesofeachservice andtheirpriorities thesiteisinformedofapproximatetimelinesfordeliveringservice,ifthereisanagreement thatthiswillprogresstoreferral stafffollowthestatewideprereferralprocess Specifictimelineresponses timelyresponsetocriticalincidentswillbeprovided InteragencyBehaviourSupportstaffarerequiredforexclusionmeetingsforstudentsunder compulsionwithinfivedaysofnotificationofintentiontoexclude

RegionalEffectivenessSurvey

StatementofDirections SAStrategicPlan AboriginalStrategy PrereferralProcessDocument CaseworkPrioritiesforSpeechPathology(statewide) CaseworkPrioritiesforStudentAttendance(statewide) ContributingtoSiteprereferralprocesses(Attendance)

 Effectiveandefficientprocessesareusedtomanage requestsforservice
Thereferralprocessisaformalmechanismbywhichsitesrequestsupportfollowingaprereferralprocess

anemailacknowledgementissenttothereferringsitewithin2workingdaysbyregional administrativestaff staffentersthecasestatusontheSupportServicesDataSystemwithin2weeksofreceiving thereferralrequest thereareclearcaseclosureprocessesforindividualstudentreferrals

RegionalEffectivenessSurvey AuditofSSDS

SupportServicesReferralProcess CaseworkStatusGuidelines

 Qualityassessmentprocesseswhichprovidearangeofdata areusedtoinformservicedelivery
Assessment refers to the information gathering process to determine need/s and/or diagnosis. This process may involvearangeofpeopleincludingstudents,sitestaff,parentsandotherprofessionals.Itmayincludeobservation, testing,interview,screening,checklistsandviewingsamplesofwork.

assessmentcommenceswiththeprereferraldiscussionandwhereadditionalassessmentis required,timelinesarenegotiatedwithsite theassessmentprocessisunderpinnedbyastrengthsbasedperspectiveandtakesinto accountcontextualfactors staffusearangeofassessmentprocessesandconsiderthestudentholistically,takinginto accountallrelevantinformation theassessmentinformationisdocumentedandusedtoinformallaspectsofplanningand decisionmaking documentationisclear,easilyunderstoodandincludesrecommendationsforimproving learningoutcomes,monitoringandreviewprocesses,andtimelines formalwrittenreportsfollowthereportwritingguidelinesforthespecificservicegroupand areprovidedwithin4weeksofcompletingtheassessmentprocessorasotherwise negotiatedwiththesite

RegionalEffectivenessSurvey Caseworkdiscussion(documented) Auditofstudentfile(hardcopyandelectronic)

Reportwritingguidelines(Psychology) Reportwritingguidelines(SpeechPathology) ReportFormat(SocialWork) Protectivepracticesforstaffintheirinteractionswithstudents

 Staffworkinpartnershipwithsitestaffandparentsto develop,implementandmonitoreffectiveinterventionsthat improvestudentengagementandlearningoutcomes

Interventionreferstoabroadrangeofstrategieswiththeintentofachievingagreedengagementandlearning outcomes.Interventionsmaybetargetedatarangeoflevelsindividualstudent,class,site,region.Interventions mayincludeoneormoreofthefollowing:directworkwithteachers,provisionofspecialistinformationandadvice, consultation,developmentandreviewofindividualprogram/plan(egbehaviouralplan,learningplan,NEP), provisionofresourcesandassistedtechnologies,andinteragencyliaison.

theinterventionsareevidencebasedandstaffapplyuptodatespecialistknowledgeand expertise theinterventionsconsidercreativeandinnovativeapproachestomeettheindividualand/or wholeofsiteneeds theinterventionshaveclearandagreedgoalswhicharespecific,measurable,achievable, relevantandtimespecific theinterventionincludesappropriatetransitionand/ortransferprocessesasrelevant theinterventionshaveanagreedreviewprocessandtimelines

RegionalEffectivenessSurvey Auditofstudentfile(hardcopyandelectronic)

JobandPersonSpecificationsforeachservice Protectivepracticesforstaffintheirinteractionswithstudents SeeAppendix1formoredetailedlist

 Resourceallocationprocessesareefficientandtargetedto improvestudentengagementandlearningoutcomes
Resourceallocationreferstotheactivitiesinvolvedintheallocationofadditionalresourcesand/orfundingtosupport studentsand/orthesite

resourceallocationisbasedonstatewideandpublishedcriteriaandisregularlyreviewedto reflectchangingneeds resourcesareplanned,effectivelymanagedandreviewed resourcesaretargetedtoalignwithstateandlocalpriorities

DIAfCorporateSelfReviewSnapshotToolTargetResources QualityAssurance,MonitoringandReviewProcess(SVPS)

DisabilitySupportProgramEligibilityCriteria PreschoolSupportProgram SeeAppendix2formoredetailedlist

 Responsiveandtargetedcapacitybuildingincreasessite confidenceandabilitytoeffectivelysupportstudents

Capacitybuildingreferstotheprocessesofstrengtheningtheknowledge,abilities,skillsandbehaviourofsitesto moreeffectivelysupportstudents.Thismayoccuratarangeoflevels(iestateandregional,cluster,singlesite, targetedstaffinasiteoracrosssites)

currentresearchandarangeofevidencebasedpracticesandprocessesareprovidedto furtherdevelopthecapacityofsitestomeetstudentneeds staffdevelopwholeofsiteand/orwholeofregioncapacitybuildingstrategiesinformedbya rangeofdata siteprofessionallearningisevaluatedtodeterminethelearningoutcomes siteshavereadyaccesstoinformationaboutavailableprofessionaldevelopmentprovidedby regionalstaffandtheopportunitytonegotiateanyadditionalprofessionaldevelopment

RegionalEffectivenessSurvey EvaluationofPD(feedbacksheets) DataCollectionofPDprovided

ProvisionofTrainingandDevelopmentDataCollectionProcess(tobedeveloped) SupportingourteachersdiscussionPaper2

Hardcopyandelectronicrecordsprovideuptodateand relevantinformationpertainingtostudentsreferredand complywithrecordmanagementrequirements

Record management refers to the practice of maintaining and storing information regarding students referred to supportservices

staffmeettherecordmanagementandminimaldataentryrequirementsfortheSSDS thereareclearandeffectiveprocessesforthetrackingandtransferofstudentrecordswithin andacrossregions protocolstoprotecttheconfidentialityofstudentrecordsarefollowed staffrecordinformationinaprofessional,objectiveandtimelyway consistentstatewideprocessesforthearchivinganddisposalofstudentrecordsarefollowed

Auditofstudentfiles(hardcopyandelectronic)

RecordsManagementdocumentationandFactSheets SSDSMinimalRequirements ConfidentialityDiscussionPaper(tobedeveloped) UserAgreement(StudentFile) FreedomofInformationAct1991 InformationManagementPolicyPrivacyandConfidentiality InformationSharing:GuidelinesforPromotingtheSafetyandWellbeingofchildren,youngpeople andtheirfamilies InformationPrivacyPrinciples DECSInformationManagementPolicycustodianshipandOwnership DECSProcedureDestructionofRecords DECSDisposalSchedules

 ATTENDANCE AttendancePolicy InstructionsforProsecutionforNonattendance Addressingissuesofnonattendanceattheschoollevel AttendanceImprovementPackage SACCaseworkPractices InteragencyProcessesforHighRiskChildrenChronicSchoolNonAttenders

BEHAVIOURANDWELLBEING BehaviourManagementGuidelinesforStudentswithdisabilities ChildrensProtectionAct CybersafetyKeepingChildrensafeinaconnectedworld:Guidelinesforschoolsandpreschools Proceduresforsuspension,exclusionandexpulsion InterventionMattersapolicystatementandproceduralframeworkforthemanagementof suspecteddrugrelatedincidentsinschools LearnerWellbeingFrameworkBirthto12 Respondingtoproblemsexualbehaviourinchildrenandyoungpeople SchoolDisciplinePolicy Supportingandmanagingchildrensbehaviouranearlychildhoodresource

DISABILITYANDHEALTH StudentswithDisabilitiesPolicy DisabilityDiscriminationAct DisabilityStandardsforEducation HealthSupportPlanningineducationandchildrensservices OntheSameBasis ServiceProvisionGuidelines(Hearing) SpecialOptionsandStatewideProgramsforStudentswithDisabilities SpeechPathologyServiceGuidelines

PLANS AttendanceImprovementPlan,HealthSupportPlan,IndividualEducationPlan,Negotiated EducationPlan,StudentDevelopmentPlan

 LevelofSupportDescriptorsforstudentswithdisabilities DisabilitySupplementaryFunding(DSF) ChallengingBehaviourFunding ResourceAllocationAdjustmentPanel(RAAP) PreschoolSupportProgram PreschoolAccessProfile HealthandPersonalCare CriteriaandEvidenceforIntensiveLevelofSupport GuidelinesforHighSustainedLevelofSupport(Hearing,VisionandDual) GuidelinesforVeryHighSustainedLevelofSupport