Page 4497 - Week 10 - Thursday, 23 September 2010
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CIT management regularly monitor the use of all forms of employment to ensure that the business needs of the organisation and its commitments under the Agreements are being met.
Education—Indigenous students
(Question No 1038)
Ms Hunter asked the Minister for Education and Training, upon notice, on 17 August 2010:
(1) Can the Minister provide the number of Aboriginal and Torres Strait Islander students in ACT schools that were suspended for (a) one day, (b) two to five days, (c) five to 15 days and (d) 15 days or longer for the period 1 January to 31 March in (i) 2009 and (ii) 2010.
(2) How many of the Aboriginal and Torres Strait Islander students suspended and or their parents/carers were engaged with the Suspension Support Team pilot in 2010.
(3) What support was given to those Aboriginal and Torres Strait Islander students who were not referred to the Suspension Support Team Pilot in 2010.
Mr Barr: The answer to the member’s question is as follows:
1. The number of Aboriginal and Torres Strait Islander students in ACT schools suspended is as follows:
a) One day: Term 1 2009 - 23 students. Term 1 2010 - 33 students.
b) Two to five days: Term 1 2009 - 41 students. Term 1 2010 - 50 students.
c) Five to 15 days: Term 1 2009 - 6 students. Term 1 2010 - 8 students. No Aboriginal or Torres Strait Islander students were suspended for longer than five days in either Term 1 2009 or Term 1 2010.
d) No Aboriginal or Torres Strait Islander students were suspended for 15 days or longer in either term 1 2009 or term 1 2010.
2. One suspended Aboriginal and Torres Strait Islander student and their parents/carers were engaged with the Suspension Support Team pilot in 2010.
3. Aboriginal and Torres Strait Islander students who were not referred to the Suspension Support Team Pilot in 2010 received support which involved developing a plan in the suspension re-entry meeting to support the student engage in schooling. The plan is based on individual student need and can include referral to counselling, identifying a staff mentor, development of an individual learning plan to address learning difficulties, restructuring a student’s learning program, a behaviour monitoring contract, referral to a community agency e.g. respite care, and referral to a small group to work on social skills or anger management.
Additional support may be available in high schools and feeder primary schools through an Indigenous Education Officers. Eight Indigenous Education Officers are based in high schools across the ACT, including Canberra High School, Gold Creek School, Lyneham High School, Telopea Park School, Stromlo High School, Melrose High School, Wanniassa School and Calwell High School.
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