MUSAC Introduc.on S.mulus Response What is MUSAC? And Who am I? - PDF document

8/27/09 MUSAC Introduc.on S.mulus – Response • What is MUSAC? And • Who am I? So:ware Development • Why do you need to know? For • MUSAC Educa.on Management • Past • Present • Future MUSAC Past MUSAC Present • Few computers • Many networked computers • Few sorcerers • Lots of paper • Many acolytes • One sorcerer • Administrator centric • Supports paper‐based • Supports teacher based assessment administra.on recording and repor.ng Epiphany Teaching‐Learning Crisis Evidence Ingredients Gender, Year‐Level and Truancy • Need to re‐develop • Clear issues around truancy and behaviour • Availability of new web tools 1

8/27/09 Teaching‐Learning Crisis Teaching‐Learning Crisis Evidence Evidence Stand‐downs Early Leaving Exemp.ons Suspensions Teaching‐Learning Crisis Teaching‐Learning Crisis Evidence Evidence “80 ‐20 Rule” in which two broad categories of Youth offending has remained a stable 22% offenders are iden.fied: of total offending for the last 12 years: • 80% of offenders commit 20% of offences Last five years, only rela.vely small • These are “desisters” or “adolescent limited” increases in offending by under 17 year olds • Good interven.ons work A small percentage is serious: • 20% of offenders commit 80% of offences • 60% property of $100 or less (actually 5‐15% of young offenders commit 60‐75% of offences) • 20% shopli:ing • These are “persisters”, “life course” “early onset” • 24% commi_ed between 9am and 4pm offenders • 9% is violent offending Teaching‐Learning Crisis MUSAC Drivers Evidence • Connect kids to a future Strong correla.on between truancy and • Get them as young as possible offending: • Work out what their talents are • Not all truants and non enrolled young people offend but: • Involve the en.re community • overwhelming majority of offenders are • Inter‐related goal sefng truants or not enrolled • May not be causa.ve, but a clear link exists • Tools to develop self‐analysis and • Truancy a stepping stone to crime understanding • Tools for tracking progress 2

8/27/09 MUSAC Future Where Does TEFANZ Fit In? • Internet connec.on • Guidance for teachers • No sorcerer • Finding out what works • En.re community connected • Informing research • Student centric • Working together to lead change • Supports student based profiling, • Being available to consult careers, porholio, goal‐sefng and tracks progress 3