![]() To address this challenge, MAEC provides state departments, districts, schools, and organizations with policy and procedural reviews to ensure they are equitable, effective, and comply with federal, state, and local laws and regulations. However, some policies or procedures may have unintended consequences when implemented that serve to further silo organizational efforts to close opportunity gaps. In educational systems, policies and procedures often inform practice. With this practice, schools can become hubs of learning focused on the well being of the students and families being served. This requires a greater understanding and knowledge of their students’ culture, strengths, and socio-political contexts. As the populations of our students grow more diverse, staff must be better prepared to respond to their needs. Culturally Responsive PedagogyĬulturally responsive pedagogy is a method and practice of teaching in which educators and providers build on the assets that their students and families bring into the classroom. Culturally responsive leadership technical assistance provides a multi-dimensional framework that builds capacity of educators who are culturally informed and highly skilled in culturally responsive practice. They do this by responding effectively to the diverse communities that they serve, being asset-focused, and proactive problem solvers. Leaders set the tone and expectations of any organization. We build on the collaborative strengths of families, educators, and community members so they can each contribute to the development and success of diverse students. To produce the best results for students, MAEC builds the capacity of families, educators, schools, and community organizations to collaborate, exchange ideas, and develop and implement policies and action plans. When families’ partner with schools and community organizations, children thrive. Culturally Responsive Family, School, and Community EngagementĪ family is a child’s first teacher. Using a culturally responsive and equity framework, further creates opportunities to develop operational action plans to tackle complex challenges that pose barriers to gains in student achievement. This collaborative inquiry approach enables MAEC to examine multiple sources of data. Comprehensive Needs Assessmentīeginning with a disaggregated data analysis of student achievement, student discipline, and school climate, MAEC is able to effectively determine client strengths and areas of need. This process includes attention to alignment between district and school needs and priorities so together partners can build the social and human capital that will help students and staff thrive. To this end, MAEC conducts community walks and community resource mapping to identify potential partners and allies for effective and efficient delivery of services. These key stakeholders include districts, schools, communities, and families all who are seeking to increase student achievement. Referrals are accepted throughout the year in a rolling intake.MAEC uses a strengths-based approach for asset mapping, since often the best solutions come from within the communities in which our districts/schools reside. The school will progress the application. To refer a student, complete the application form (PDF 305 KB)Īnd return it to the student’s school. This includes identifying and developing appropriate SACE curriculum pathways (PDF 86 KB) ![]() require attendance 1 day a week for up to 40 weeksĭisability Transition Advisers support schools and lead career education for students with disability.are run by teachers and specialised disability support staff.are delivered from locations in Adelaide, Noarlunga and Elizabeth.enrolled in and on track for SACE completion.travelling independently or have the capacity to travel independently.receiving or seeking National Disability Insurance Scheme (NDIS) support.enrolled and going to school with at least 70% attendance.seeking employment, further education or training.Programs are for final year students who are: transition to a pathway of employment, further education or training in their last year of school.be supported to access School Leaver Employment Supports (SLES).have recognition of learning to complete the SACE.participate in employer and industry immersion.gain work preparation, work readiness skills and work experience.The programs help students develop the skills to successfully transition from school to further education, training or employment. Transition programs are available to give eligible students with disability targeted career education.
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