Operational Guidelines for the Learning Assistance Program (LAP)
These Operational Guidelines for the LAP program define in part, or in full, the roles of the following officers and groups.
 The Regional Allocations Committee (RAC)
 The Student Services Officer – Disabilities (SSO)
 The Assistant Principal Learning Assistance (APLA)
 The Designated Support Teacher Learning Assistance (DSTLA)
 The Support Teacher Learning Assistance (STLA)
 The Early School Support Program (ESSP) Teacher
 The Reading Class Teacher
 The Language Class Teacher
 The Principal of the APLA base school
 The School Learning Support Team (LST)
 The Classroom Teacher
 The LAP School Learning Support Officer (SLSO)
 The LAP Senior Administrative Manager (Albury)
 The LAP Clerical Support
Appendices
1. Operational Guidelines at the Albury Support Centre
2. Clerical Support for the Learning Assistance Program
3. Regional Student Services Resources Allocation Committee

The Regional Allocations Committee is responsible for:
1. Processing all LAP requests for resource allocation: flexible funding and/or teacher days and resources over $200 (see appendix 3)
The Student Services Officer, Disabilities is responsible for:
1. The regional management of the LAP program
2. Assisting in addressing training and development needs for all staff
3. Coordinating the tri-annual allocation from State Office
4. The approval of all APLA itineraries and travel claims
5. The professional supervision of the APLAs
The Assistant Principal Learning Assistance (APLA) is responsible for:
1. Planning, coordinating and presenting professional learning activities for all LAP staff
2. Providing professional support to DSTLAs/STLAs in schools including through network meetings
3. Supporting programs in schools for students experiencing difficulty in learning
4. Continue to support learning support teams in schools
5. Coordinating the implementation of state initiatives for students with learning difficulties.
6. Liaising with parents and agencies
7. Undertaking some flexible support teaching duties if necessary
8. Presenting school requests for LAP support to APLA meeting in week 6 of each term
9. Processing and allocating caseloads for DSTLAs
10. Presenting Flexible Days and Flexible Funding applications and resource requests over $200 to the SSO prior to the RAC meeting
11. Coordinating applications to Palm Avenue and Dalwood Assessment Centres
12. Approving the Designated Support Teacher Learning Assistance (DSTLA), Early
School Support Program (ESSP) itineraries and maintaining copies at the support centre. Copi es of the itinerant’s itinerary are to be held at the base school.
13. Managing the LAP resource library, organising an annual stock take.
14. Providing a weekly itinerary to the SSO
15. Managing the APLA budget and maintaining records of expenditure including the payments of all accounts associated with a. printing costs b. all stationery required by the APLA to administer the program c. incidentals eg catering for Support Teacher Learning Difficulty (STLA) network meetings d. items/resources under $200
Note: the APLA budget is NOT to be used for the purchase of: i. Stationery needed for the development of resources for ESSP, reading, language teachers and DSTLAs working in schools eg a. cardboard
LAP Operational Procedures August 2008 Page 1

b. laminating c. colour printing ii. The school in which the DSTLA currently works is responsible for the supply of materials to develop that school’s learning resources.
The Designated Support Teacher Learning Assistance (DSTLA) is responsible for:
1. Providing intensive learning support across the educational area - local schools, teachers and students
2. Working collaboratively with the school’s learning support team and class teacher to a. Plan programs b. Implement programs c. Monitor programs d. Evaluate programs e. Maintain records f. Coordinate case load review meetings with principals and learning support teams
3. Assisting the class teacher when requested with team teaching
4. Providing professional support and advice to school staff
5. Supporting peer tutoring and other LAP programs
6. Modelling teaching strategies
7. Withdrawing students for assessment or short term intensive instruction
8. Attending regular training activities
9. Collaborating with the APLA re potential caseload and work with the flexible caseload as recommended by the APLA
10. Establishing a plan to phase out DSTLA support
11. Monitoring the progress of students who come off caseload as directed by APLA
12. Providing a copy of the weekly itinerary to base school principal and the APLA
The Support Teacher Learning Assistance (STLA) will 1
1. Attend network meetings and access professional development offered through the
LAP program.
1 STLAs will assist schools to meet the specific learning needs of students experiencing difficulties in basic areas of learning, regardless of the cause. This includes students with intellectual disabilities who are enrolled in regular classes. STLAs are allocated to both primary and secondary schools based on identified need in literacy, numeracy and language. The STLA is a member of the school staff and is supervised by the school principal. STLAs are not to be used to establish a separate class or permanently assisting one particular section of the school.
LAP Operational Procedures August 2008 Page 2

The Early School Support Program (ESSP) Teacher
2
is responsible for:
1. Assisting class teachers to develop and implement individualised learning programs identifying areas of need
2. Assisting teachers help maintain the student’s place in a regular class – utilising modeling and/or team teaching and withdrawal if appropriate
3. Providing a copy of the weekly itinerary to base school principal and APLA
The Reading Class
3
Teacher is responsible for:
1. Providing intensive support for individual primary aged students who have severe difficulties in reading for students in a class room setting for one term
2. Collaborating with the host school principal, the LST and the APLA regarding the placement of students in the class
3. Assessing and monitoring student progress
4. Developing an individualised reading program for the student
5. Providing assistance for an additional term within the student’s home school
6. Assessing the student’s gain in reading ability using the same measuring tool as was used for placement purposes
7. Providing comprehe nsive documentation of the student’s program and progress to the student’s home school and to Student Services if requested (to provide information for policy and planning)
8. Providing a copy of the weekly itinerary to base school principal and the APLA
The Language Class
4
Teacher is responsible for:
1. Providing intensive educational and communication programs for students who have severe or moderate language disorders
2. Assessing and monitoring student progress
3. Developing an individualised language program for the student
4. Providing assistance to other classroom teachers when students integrate
5. Providing the Year 3 teacher with a learning plan for the exiting student
The Principals of all regional schools are responsible for:
1. Developing a School Management Plan that includes the LAP program
2 The Early School Support Program supports students with mild intellectual disability who are enrolled in Kindergarten, Year 1 and Year 2 classes. These students require an individual learning program with additional learning support.
3 In the Support Class Reading (R) six students attend the class for five sessions per week (half of each day) for one term. Students must have severe difficulties in reading and be in the average range of intelligence or are above average. Students with behaviour issues may be included.
4 Students eligible for the Support Class (L) - Language are within the average range of intelligence or are above average on an approved individual test of intelligence and have significant discrepancy between their verbal and IQ performance scores. The class caters for 6-8 students from K to Year 2.
LAP Operational Procedures August 2008 Page 3

2. Ensuring that the STLA/DSTLA (where appropriate) is a part of the whole school approach
3. Communicating the role and responsibilities of the STLA/DSTLA (where appropriate) to staff and parents
The Principal of the APLA base school is also responsible for:
1. The support and supervision of the APLA in conjunction with the Student Services
Officer (SSO)
2. Meeting all the administrative requirements: leave; materials; TARS (in conjunction with SSO); professional learning
3. Sighting APLA weekly itineraries
4. Ensuring that the STLA/DSTLA (where appropriate) is a part of the whole school approach
5. Supervision of the DSTLA and/or the STLA (where appropriate)
6. Communicating the role and responsibilities of the STLA/DSTLA (where appropriate) to staff and parents
7. The provision of a suitable working space with appropriate resources
The School Learning Support Team 5 is responsible for:
1. Working collaboratively with teachers to plan class programs to meet the specific learning needs of all students, including those who experience difficulties in learning
2. Coordinating the development, implementation, monitoring and evaluating learning support plans
3. Assisting teachers to employ effective teaching strategies within class programs to assist students experiencing difficulties in learning to achieve syllabus outcomes.
4. Establishing and implementing plans for monitoring, assessing and reporting student progress.
5. Planning for the use of STLA positions and funding provided through the Learning
Assistance Program.
6. Ensuring that strategies employed by learning support teams to improve learning outcomes for students experiencing difficulties in learning and the use of Learning
Assistance Program positions and funding are included in school management plans.
The Classroom Teacher is responsible for:
1. Meeting the specific learning needs of all students in the class
The LAP School Learning Support Officer is responsible for:
1. Providing assistance to the classroom teacher as directed
2. Providing assistance in school routines and classroom activities
5 Learning support teams are coordinated by the school principal or a member of the school executive and may include school executives, class teachers, STLAs, school counsellors, specialist teachers and other professionals, parents, carers or students as appropriate.
LAP Operational Procedures August 2008 Page 4

3. Serving as part of an transdisciplinary team in the development and implementation of an individual educational program
The LAP Administrative Officer, Student Services (AOSS) is responsible for:
1. Forwarding payment approvals from RAC to ANPS
2. The keeping of LAP and Regional Allocation Committee (RAC) meeting minutes
3. Updating the LAP data base including caseloads, flexible funding and flexible days
4. Forwarding RAC approval letters to schools
5. Coordinating with personnel at ANPS, Jindera PS re Regional LAP accounts held at the schools
The LAP Clerical Support is responsible for:
1. Processing account paperwork and completing payment request forms when required.
2. LAP resources – ordering, cataloguing, covering books, supervising the borrowing system, accession, stocktaking.
3. Writing and sending the letters to schools re DSTLA caseloads, ESSP caseloads,
Reading and Language Class/es
4. Managing phone calls for the APLA
5. Supporting the APLA with tasks associated with STLA network meetings and other professional learning activities
6. Obtaining from the SAM at the base school, an oasis financial report each term (see appendix 2)
Signed:
Manager of LAP Program
/ /2008
Principal Education Officer,
Disabilities
/ /2008
School Education Director,
Student Services
/ /2008
LAP Operational Procedures August 2008 Page 5

Appendix 1
Learning Assistance Program (LAP)
Operational Guidelines at the Albury Support Centre
The Assistant Principal Learning Assistance (APLA) is responsible for:
1. Managing the budget and maintaining records of expenditure 6 including the payments of all accounts associated with a. the LAP colour laser printer b. all stationery required by the APLA to administer the program c. incidentals eg catering for Support Teacher Learning Difficulty (STLA) network meetings d. items/resources under $200
2. Managing the LAP library, organising an annual stock take and forwarding the data base to the ANPS Principal.
3. Approving the Designated Support teacher Learning Assistance (DSTLA), Early
School Support Program (ESSP) itineraries and maintaining copies at the support centre.
The LAP Clerical Support at the Support Centre is responsible for:
1. Managing phone calls for the APLA
2. Processing account paperwork and completing payment request forms when required.
3. Library assistance – cataloguing, covering books, supervising the borrowing system, accession, stocktaking.
4. Writing and sending the letters to schools re DSTLA caseloads, ESSP caseloads,
Reading and Language Class/es
5. Supporting the APLA with tasks associated to STLA network meetings
The Albury North Public School (ANPS) Senior Administrative Manager (SAM) is responsible for:
1. Payment of accounts from the ALPA allocated funds
2. Providing the APLA with an OASIS report each term
The Principal of the Albury North Public School is responsible for:
1. The supervision of the APLA in conjunction with the Student Services Officer (SSO)
2. Sighting the APLA itinerary
3. Approving the spending of APLA allocated funds up to the value of $200.
4. Approving leave for the APLA
5. The maintenance of the Albury Support Centre building
6 Note The APLA budget is NOT to be used for the purchase of stationery needed for the development of resources for ESSP teachers and DSTLAs working in schools eg cardboard, laminating, colour printing
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The Student Services Officer (Disabilities) is responsible for:
1. The regional management on the Learning Assistance Program
2. Approval of APLA itinerary and travel claims
3. The professional supervision of the APLA
Signed:
Manager of LAP Program Principal North Albury Public
School
/ /2008 / /2008
School Education Director,
Albury
/ /2008
LAP Operational Procedures August 2008 Page 7

Appendix 2
Clerical Support for the Learning Assistance Program
In response to queries seeking clarification for clerical support for the Learning Assistance
Program, the following information is provided:
Advice from School Administrative and Support Staff (SASS) confirms the continuing availability of clerical support for the Learning Assistance Program (LAP).
Previously this clerical support was managed by the Assistant Principal Learning Assistance
(APLA) in consultation with the committee managing LAP (previously LD) resources. Claims were made through the base school of the APLA.
What is the clerical allocation?
 0.25 per annum is currently available for each former district. In 2007, the total annual allocation is available to regions to support LAP.
∙ (i.e. 0.25 is 50 days)
How can this be accessed?
 Clerical support for LAP is currently available through SASS flexible staffing and is allocated/ funded on a calendar year basis.
 CEPS code 199 should be used on salary forms when claiming payment. (Please note that DN/04/00536 is related to clerical support other than that available for the
Learning Assistance Program)
How can this clerical support be utilised?
The clerical support is school based to assist in implementing the region’s Learning
Assistance Program.
This support may be used flexibly on a regular or intermittent basis.
Current uses of clerical support include assisting with:
 the management of LAP resources for STLAs
∙ eg purchasing, ordering, accessioning, borrowing, repairing, creating
 processing of student/school referrals for regional LAP Support i.e. APLA, designated STLA, STLA (Language), STLA (Early School Support) or STLA
(Reading)
 organisation, planning and preparation for the professional learning of the LAP team
Contact person: Kate O’Donnell, Learning Assistance Coordination K-12; Telephone 9244
5548
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Appendix 3
Regional Resources Allocation Committee (RAC)
There are various funding streams within the Disability Programs Portfolio which are currently managed by a number of committees. In the future the coordination and management of these targeted Disability Program resources will be through one Regional
Resource Allocation Committee. The RAC will consider requests for the following:
General Purpose Disability Program Funds
The GPDP Funds are paid in two equal instalments each semester. The funds are used to support the needs of students with disabilities in schools across the areas of:
 Equipment and Technology
 Oral sign interpreters and note takers teachers’ aide support
 K-12 Commonwealth Strategic Assistance Program
 HSC Vocational Education and Training Disability support.
 Link Support Program 9-12
Learning Assistance Program (LAP)
Riverina Region has retained an allocation of STLA time and LAP funds to provide teacher/teacher aide time to support primary school students with emergent learning assistance needs. This support can be accessed by schools in consultation with the
Assistant Principal Learning Assistance (APLA). The APLA then submits the application to the Regional RAC for consideration.
Funding Support
Funding Support is provided for students who have a disability and are in mainstream classes. Applications apply only to students with:
 a moderate and severe intellectual disability
 physical disabilities
 mental health disorders
 autism
 hearing and vision impairment
The Resource Allocation Committee meetings will be held at the Riverina Regional Office -
Albury in weeks 3 and 8 of each term.
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Appendix 3a
Riverina Regional Student Services Resource Allocation Committee (RAC)
The Committee will comprise:
School Education Director, Student Services
Principal Education Officer, Disabilities Program (co-chairperson)
Principal Education Officer, Student Welfare and Counselling (co-chairperson)
Student Services Officer, Disabilities
Student Services Officer, Behaviour
Student Services Officer, Attendance
Senior Education Officer (Funding Support)
Secondary Principal Representative
Primary Principal Representative
Parent and Community Representative
Administrative Officer, Student Services (AOSS)
The RAC committee is responsible for processing applications for:
 Support Technology and Equipment
 The Learning Assistance Program (LAP)’s Additional LAP applications
 Regional Student Services Support Program (RSSSP)
 Funding Support (FS)
 Northcott Society
 LINK, VET, SAP
RAC will meet on a Friday twice a term:
 Week 3 by video conference
 Week 8 in Wagga after Regional Placement Panel.
Procedures for Processing Applications
Equipment
1. Applications generated by schools in consultation with DPCs
2. DPCs make recommendation and forward application to PEO Disabilities
3. PEO Disabilities and AOSS generate spreadsheet and SSO presents applications to
RAC
LAP
1. Applications (additional funds) generated by schools in consultation with APLAs
2. APLAs make recommendation and forward application to SSO/ Disabilities
3. SSO/ Disabilities and AOSS generate spreadsheet and SSO presents applications to
RAC
RSSSP
1. Applications generated by schools in consultation with DPC/SWCs
2. DPC/SWCs forward application to SSO Disabilities/Behaviour/Attendance
3. SSO Disabilities/Behaviour/Attendance formalise the recommendation and forward application to PEO
4. PEO and AOSS generate spreadsheet and PEO presents applications to RAC
FS
LAP Operational Procedures August 2008 Page 10

1. Applications generated by schools in consultation with parent, counsellor, DGO, teacher
2. Applications forwarded to DPC with responsibility for FS
3. DPC generates spreadsheet and presents application to RAC
LINK/VET/SAP
1. Applications generated by schools in consultation with Student Transition Teacher
(STT)
2. Applications processed and recommendations made by regional LINK/VET/SAP committee and forwarded to SSO
3. SSO Disabilities and AOSS generate spreadsheet and SSO presents applications to
RAC
LAP Operational Procedures August 2008 Page 11