Student Resource Package – Equity Funding (Student-Based Funding)

Policy

This policy provides information about how funding is allocated to schools through the Student Resource Package (SRP) for additional learning needs.

Details

Equity funding is one of two types of student based funding. The other type of student based funding is Core Student Learning Allocation Funding.

Student based funding represents the main funding source for all schools and comprises approximately 90% of the total SRP provided to schools. This funding is designed to cover core teaching and learning, leadership, teaching support, professional development, relief teaching, payroll tax and superannuation costs for the school.

The SRP provides equity funding where additional funding is required to compensate for additional learning needs. The specific types of Equity funding are listed below.

The Guidance tab provides information about each of the specific types of equity funding:

Education State (including additional Gonski)

• Equity (Social Disadvantage)
• Equity (Catch Up)

Other equity

• Mobility

Programs for Students with Disabilities

• Program for Students with Disabilities Levels 1-6
• Program for Students with Disabilities – Transition Support Funding
• Special School Complexity
• Interpreter Staff Salaries
• Medical Intervention Support
• Special School Transport Administrative Cost

English as an Additional Language

• EAL Program Funding
• EAL Contingency Funding

Disability Inclusion

Applicable to schools in Bayside Peninsula, Barwon, Central Highlands, Inner Gippsland, Loddon Campaspe Mallee, Outer Eastern Melbourne, Ovens Murray, Western Melbourne, North Eastern Melbourne, Southern Melbourne, Brimbank Melton, and Goulburn Areas, as well as 12 specified supported inclusion schools in 2024:

• Tier 2 School level funding
• Tier 3 Student level funding
• Tier 3 student level funding – Disability Inclusion Funding Adjustment
• Disability Inclusion transition funding

Not all types of funding are available to all schools. Funding is assessed according to school and student needs.

In addition to the above areas, schools in Hume Merri-bek, Outer Gippsland, Wimmera South West, and Inner Eastern Melbourne Areas will receive the equivalent of a half-year allocation of Tier 2 school level funding in 2024.

Schools are expected to use SRP funds for the purpose for which it was allocated.

For more general information on the SRP, please refer to the Student Resource Package – Overview page.

Related policies

• Disability Inclusion Funding and Support
• EAL – Support and Funding
• Finance Manual – Financial Management for Schools
• Framework for Improving School Outcomes
• Student Enrolment Census
• Student Resource Package – Overview
• Student Resource Package – Core Student Learning Allocation funding (Student Based Funding)
• Student Resource Package – Managing the Budget
• Student Resource Package – School Infrastructure
• Student Resource Package – School Specific Programs
• Student Resource Package – Targeted Initiatives
• Students with Disability

Contacts

SRP Support
Phone: 1800 641 943
Email: studentresourcepackage@education.vic.gov.au

Contact details: Services Portal (Service Request SRP Option) phone: 1800 641 943

For queries regarding the PSD: Services Portal (‘log a request’ and select ‘PSDMS’)

For queries regarding EAL:
Phone: 03 7022 1111
Email: eal@education.vic.gov.au

Guidance

The SRP provides Equity Funding where additional funding is required to compensate for additional learning needs. These needs are categorised as:

Education State (including additional Gonski)

• Equity (Social Disadvantage)
• Equity (Catch Up)

Other Equity

• Mobility

Programs for Students with Disabilities

• Program for Students with Disabilities Levels 1-6
• Program for Students with Disabilities — Transition Support Funding
• Special School Complexity
• Interpreter Staff Salaries
• Medical Intervention Support
• Special School Transport Administrative Cost

English as an Additional Language

• EAL Program Funding
• EAL Contingency Funding

Disability Inclusion

Applicable to schools in Bayside Peninsula, Barwon, Central Highlands, Inner Gippsland, Loddon Campaspe, Mallee, Outer Eastern Melbourne, Ovens Murray and Western Melbourne Areas, as well as 10 specified supported inclusion schools in 2023:

• Tier 2 school-level funding
• Tier 3 student-level funding
• Tier 3 student level funding – Disability Inclusion Funding Adjustment
• Disability Inclusion transition funding

Equity (Social Disadvantage) (Reference 11)

Funding for Equity (Social Disadvantage) provides an individual loading for students from disadvantaged backgrounds that will increase with the density of disadvantage at the school. Social disadvantage can often place students well behind their peers when entering the education system. Increased funding for schools has proven to raise educational outcomes, particularly for these students. Schools will use Social Disadvantage funding to deliver tailored educational programs that meet the needs of this cohort of students.

The Equity (Social Disadvantage) loading allocates funding based on parental occupation, parental education and the level of concentration of disadvantage in a school. Students with the highest level of need will be targeted with the most funding to ensure schools have the resources to support them. The loading is needs based, however to increase year-on-year stability for schools, a floor on negative funding changes and a weighted rolling average is applied to this loading.

Whilst having similarities to the former Student Family Occupation (SFO) index, the Equity (Social Disadvantage) funding contains some important differences:

• Social Disadvantage utilises both the Student Family Education (SFE) and SFO index, further strengthening the targeting of existing and new equity funding.
• The median threshold previously used under the SFO for equity no longer exists.
• All students identified with high needs will be provided with funding.

Eligibility

All school types are eligible. Students identified with high needs will be provided with funding at school level.^*

Funding will be calculated at the Indicative budget cycle only. Funding is allocated as cash and credit funding.

How social disadvantage is identified

The level of Social Disadvantage is measured through the student’s Student Family Occupation and Education (SFOE), which is a combination of their SFO and SFE categories. The matrix below in Table 1 depicts the possible SFOE categories a student may have. These categories are used to determine which students come from disadvantaged backgrounds and the Social Disadvantage loading they would attract. There are two levels of Social Disadvantage loadings available, depending on the student’s level of need:

Level 1: For students with parents who are unemployed with below diploma level education or have lower skilled jobs with very low or low education

Level 2: For students with parents who have various combinations of medium and low skilled jobs and education levels, or are unemployed with a diploma level education

Table 1

The letters (A to U) in the far right columns reference SFO categories

The density of need according to each school’s new SFOE index will further weight the Social Disadvantage loadings.

To calculate the SFO index, the parent’s occupation is categorised and weighted according to the categories found in Table 2 below.

Data regarding occupational categories is collected each year as part of the August census.

While schools can access Panorama data, this is not used for SRP funding purposes. Only data collected at census is used for SRP funding.

Table 2

Data recorded in the August census as 'unknown' is allocated to the SFO density category as ‘Occupation Group A’ and attracts a zero weighting.

For detailed categorisation of SFO occupational categories please refer to the link below:

Student Family Occupation Education Portal

SFO, SFO and SFOE index calculation

The SFO index is then calculated using the method below:

SFO calculation = (Number of students × Weighting for each occupational category)/Total number of students based on the occupational groupings and weightings in Table 2

To calculate the SFE index, the parent’s educational qualification is categorised and weighted according to the categories found in Table 3 below. Data regarding educational qualification is collected annually as part of the August census.

Table 3

NOTE: CASES21 Code 8 is No non-school qualification and defaults to the highest year of school completion.

The SFE index is then calculated using the method below:

SFE calculation = (Number of students × Weighting for each educational category)/Total number of students

To determine the SFOE index with the SFO and SFE indices, the following calculation is used:

SFOE calculation = (SFO index + SFE index)/2

Example: If a school has an SFO of 0.6342 and an SFE of 0.6156, the SFOE index would be 0.6249.

How social disadvantage funding is calculated

Social Disadvantage funding is allocated to schools based on the number of eligible students. Measures are applied to provide more stability in funding while reflecting the need profile of current and more recent student cohorts. A weighted rolling average based on the current year and 2 years preceding will be used to determine the inputs to calculate Social Disadvantage funding allocations. The weightings are 70% of the current year, 20% of the prior year, and 10% of the year before that will be applied to the campus SFOE index and the number of eligible Level 1 and 2 students.

To determine how much Social Disadvantage funding a school will receive, the following method is used (weighted accordingly for the current year and the two previous years):

• The school’s SFOE will be used to calculate the rate of Social Disadvantage loading each student will attract. Where a school’s SFOE is at or below the Minimum SFOE threshold, the minimum rate of each loading will be applied and, where it is at or above the Maximum SFOE threshold, each student attracts the Maximum rate for their loading. (Thresholds and rates can be found in Table 4).
• For schools with an SFOE between the Minimum SFOE threshold and the Maximum SFOE threshold, the rate will be tapered based on their SFOE index. To determine the taper, the following calculation is used:

((Campus SFOE − Minimum SFOE threshold) / (Maximum SFOE threshold − Minimum SFOE threshold))

This is then applied to each loading rate by:

Minimum funding rate + (Taper × (Maximum funding rate − Minimum funding rate))

• Once the Social Disadvantage loading rates are determined for the school, it is multiplied by the number of enrolled students eligible for either the Level 1 loading or Level 2 loading, respectively. The enrolment is based on the students recorded in the August census of the preceding year.
• The school’s overall Social Disadvantage funding is calculated by combining both the total Level 1 and Level 2 loadings for eligible students.
• To further reduce negative funding variability, a $90,000 floor on negative funding changes is applied to a school’s Social Disadvantage funding allocation from one year to the next. This means that a school’s Social Disadvantage funding allocation will not reduce by more than $90,000 year-on-year.

Example of Loading calculations for a primary school (excluding the floor):

• Level 1 student: ($1,289 + ((0.5797 − 0.3469) / (0.6192 − 0.3469)) × ($5,662 − $1,289)) × 167 enrolments = $839,618
• Level 2 student: ($644 + ((0.5797 − 0.3469) / (0.6192 − 0.3469)) × ($2,834 − $644)) × 125 enrolments = $314,540
• Total Social Disadvantage funding: $839,618 + $314,540 = $1,154,157

Table 4

*The minimum funding allocation = $5,000

The enrolment is based on the numbers of Level 1 and 2 students recorded in annually in the August census of the preceding year. Data for 2024 is calculated using August 2023 census data submitted by schools and is not adjusted for the 2024 calendar year. The rolling weighted average also relies on August census data from the 2 periods prior (2022 and 2021).

Equity (Social Disadvantage) funding displayed in the Student Resource Package (SRP) reports

Funding calculated through the Equity (Social Disadvantage) formula is displayed in the SRP reports under the section titled Education State (Including Additional Gonski).

^{*The equity calculation for Parkville College is undertaken outside the standard formulation outlined in this section.}

Equity (Social Disadvantage) extraordinary growth

For schools that experience a significant growth in enrolments in the February census compared to the SFOE census held in August of the preceding years, Social Disadvantage Extraordinary Growth line funds the percentage growth in excess of 50% if the enrolment growth is higher than a threshold (Threshold for secondary schools = 20 and for all other school types = 10). Funding rates are the same as the rates for Equity (Social Disadvantage).

Additionally, Equity (Social Disadvantage) Extraordinary Growth funding is provided to secondary campuses in their first 6 years of operation by reducing the enrolment growth threshold 50% to 0% for these settings only for a duration of their first 6 years.

Equity (Catch Up) (Reference 12)

Equity (Catch Up) funding will target students who enter secondary schools and are at risk of educational failure. Secondary students who did not meet the national minimum standards in the National Assessment Program — Literacy and Numeracy (NAPLAN) in Year 5 (Reading) will each attract the Catch Up loading. This Catch Up loading is not affected by the school’s or student’s level of disadvantage and is based only of the academic achievement of the student.

This Catch Up loading will be allocated according to the number of enrolled students who have not met the agreed NAPLAN national minimum standard in Year 5. The annual payment will continue for the student’s entire secondary school education. The funding will allow secondary schools to invest in proven interventions, such as one-on-one numeracy support or targeting teaching coaching to assist students to catch up academically.

Identifying eligible students

Students enrolled in government secondary schools are identified via their NAPLAN results at Year 5 using their Victorian School Number (VSN). The number of students is aggregated at a school/campus level to provide a total number of students per school/campus.

An update of student movements using updated NAPLAN data is applied annually during the Confirmed SRP release.

Year level match to NAPLAN results

In most cases, a student’s Year 5 NAPLAN result will be used to determine their eligibility for Catch Up loading. The number of eligible FTE enrolments at each campus is determined by matching the current year February census enrolment records to their corresponding NAPLAN Catch Up record (as per the table below for 2024 Catch Up). The Indicative SRP uses previous year’s Catch Up FTE. The FTE update for current year occurs at the Confirmed SRP budget release.

* As there were no NAPLAN assessments during 2020. In the absence of 2020 NAPLAN data, the number of eligible year 9 catch up students in 2023 for each campus will be determined using 2024 Year 7 NAPLAN.

Catch Up loading and students funded under the Program for Students with Disability (PSD)

The Program for Students with Disabilities (PSD) is a targeted supplementary funding program for Victorian government schools. It provides resources to schools for a defined population of students with disabilities, with moderate to severe needs. In recognition of the financial support these students receive, eligible PSD funded students attending mainstream schools will be eligible for a reduced Catch Up loading of ($1,223 in 2024). Students from specialist schools will not receive the Catch Up loading. Through the Disability Inclusion reform rollout period, the Tier 3 student-level funding is gradually replacing the existing individualised disability funding provided through the Program for Students with Disabilities. Mainstream school students funded for Disability Inclusion Tier 3 and Disability Inclusion Transition Funding will also be eligible for a reduced Catch Up loading of $1,223 in 2024.

There is comprehensive review of the PSD underway to investigate how to improve the way the PSD supports students with disabilities. Following the conclusion of the PSD review, the Catch Up loading approach for PSD students will be reassessed.

Withdrawn/absent students

Students who were absent from NAPLAN are given a rating on the likelihood they achieved below the national minimum standard in NAPLAN Reading. These values are provided by the Victorian Curriculum Assessment Authority and are based on a methodology used by the Australian Curriculum, Assessment and Reporting Authority to impute NAPLAN values for absent students. This does not include exempt PSD and EAL students.

Where a student is absent, they will be eligible for a portion of the Catch Up loading based on the rating they receive in relation to their likelihood of being below the national minimum standard at Year 5.

Students who are recorded as withdrawn because their parents have made a decision for their child not to sit Year 5 NAPLAN will not be eligible for the Catch Up loading.

Eligibility

Mainstream schools with the following campus types are eligible for Equity (Catch Up) funding at a campus level:

• Secondary
• Primary/Secondary Combined
• Community
• Spec Dev
• Language.

Funding is calculated at the Confirmed budget cycle. Funding is allocated as cash and credit funding. Allocations provided in the Indicative budget cycle reflect the previous year’s Catch Up FTE.

Calculation

A school’s overall Catch Up funding allocation is determined by combining the amounts from the following calculations:

• Number of secondary graded students below Year 5 national minimum standard × Level 1 per capita rate (non-PSD funded)
• Number of Secondary graded students below Year 5 national minimum standard × Level 2 per capita rate (PSD funded).

Rates – 2024

Important to note:

The names and VSNs of eligible students are not available to schools.

Catch Up (Special Circumstances)

Catch Up (Special Circumstances) funding applies to students who are exempt from sitting NAPLAN and students who cannot be matched with their NAPLAN data (for example, students who sat their test interstate).

A campus will be eligible for Catch Up (Special Circumstances) funding where it has at least 10 Special Circumstances students, and these students make up at least 10% of the secondary cohort.

All exempt students at eligible campuses will receive Special Circumstance funding.

The prior year’s allocations are rolled over at Indicative SRP release and the funding line is updated when Catch Up enrolments are available at the release of Confirmed SRP.

Students without a NAPLAN score at eligible campuses are funded at a proportional FTE based on the campus they are attending.

The following is an example of the eligibility and calculation:

• A campus has 100 secondary students, 20 of these students are currently funded for Equity (Catch Up) (= 20%).
• The campus has 5 exempt students and 5 students who cannot be matched with NAPLAN data. The campus has 10 Special Circumstances students in total and these students represent 10% of the secondary cohort, meaning the campus satisfies the eligibility criteria.
• The 5 exempt students will receive Catch Up (Special Circumstances) loading.
• The campus will also receive Catch Up (Special Circumstances) loading for 1 FTE based on the 5 students who cannot be matched with NAPLAN data (20% × 5 = 1 funded FTE).
• 6 students will be funded at half the Catch Up rate as outlined below.

Mobility (Reference 14)

Schools with high levels of student mobility over a sustained period of time receive mobility funding. This funding should be used by schools to design and provide programs that are specific to the needs of mobile students.

Schools eligible for mobility funding are those with a transient enrolment density equal to or greater than 10% when averaged over 3 years and must have mobility enrolments in all 3 years. The transient enrolment density for each school is a measure of the number of students who enrolled at the school during abnormal times as defined by the following criteria:

• Students who enrolled at the school in the previous year after the mid-year census and up to 30 November OR who enrolled in the current year between 1 March and the current mid-year census are counted as transient enrolments.

Transient enrolment density is calculated as the school’s transient enrolment divided by the total school enrolments provided in the August census of the previous year.

Eligibility

Schools with the following campus types are eligible for mobility funding at campus level if they meet the transient criteria above:

• Primary
• Secondary
• Primary/Secondary Combined
• Community.

Funding is calculated at the Indicative budget cycle. Funding is allocated as cash and credit funding.

Calculation

Mobility funding = Base + (Total transient enrolments × Student per capita rate)

Example: a school with 25 transient enrolments would calculate their funding as:

Base + (Total transient enrolments (25) × Student per capita rate)

Rates – 2024

• Base rate $2,786
• Per capita $387

Program for Students with Disabilities Levels 1–6 (Reference 15)

The Program for Students with Disabilities (PSD) is a targeted supplementary funding program for Victorian government schools. It provides resources to schools for a defined population of students with disabilities, with high needs, to support the provision of school-based educational programs.

Schools receive funding for students with current eligibility at one of six levels, informed by the responses provided to the Educational Needs Questionnaire.

Use of funding

Resources provided to the school can be used in a number of ways to support students, including:

• teaching staff
• specialist staff (for example, Special Needs Coordinator, occupational therapist, speech pathologists)
• consultancy or professional development
• specialist equipment or materials
• education support staff
• associated payroll tax
• superannuation.

PSD resources assist schools to meet their obligations under the Disability Discrimination Act 1992 (Cth); they do not define or limit the support provided by a school for a student with a disability.

The Student Support Group is the primary source of advice to the principal on the personalised learning and support required. Schools are required to establish Student Support Groups for all students supported under the PSD, refer to Student Support Groups.

It is the responsibility of the school, in consultation with parents/carers in the Student Support Group, to determine the specific nature of the support required, and schools are required to consider their total budget in supporting a student with a disability.

Program for Students with Disabilities funding allocations will be progressively replaced by Disability Inclusion funding as it is introduced during the staged 5-year roll-out schedule between 2021 to 2025.

Eligibility

Schools with the following campus types will receive Program for Students with Disabilities funding at school level for eligible students.

• Primary
• Secondary
• Primary/Secondary Combined
• Special
• Language
• Community

All campus types belonging to Special schools type are eligible. Special development campuses of mainstream schools are also eligible.

Funding is calculated for each of the 4 school terms and allocated through credit funding.

Calculation details

PSD resources are allocated according to enrolment information provided by schools via the Program for Students with Disabilities Management System (PSDMS) prior to budget-critical dates early each term.

For students in specialist schools, enrolment eligibility and regional approval needs to be established.

Where enrolment details are not correct in CASES21, or enrolments are not registered in PSDMS prior to budget critical dates each term, or (for specialist schools) regionally approved, Program for Students with Disabilities funding cannot be guaranteed.

Principals must ensure all students eligible for the PSD are listed on PSDMS prior to these critical dates. Enrolment details for new students, or current students not listed on PSDMS, must be promptly uploaded from CASES21 and registered in PSDMS, see PSDMS.

Where a student transfers during the school year, resources remaining for the year will be adjusted and made available to the new school from the commencement of the next school term (pending enrolment registration on PSDMS). The Student Resource Package (SRP) is revised at the end of each term to capture these changes.

Schools should make local arrangements to transfer resources for enrolment changes occurring during term.

Where agreement has been reached that a student is enrolled and attends two schools, the allocation will be provided on a pro-rata basis consistent with the enrolment details contained in CASES21 and registered on PSDMS.

Rates – 2024

• Level 1: $8,589
• Level 2: $19,863
• Level 3: $31,355
• Level 4: $42,793
• Level 5: $54,144
• Level 6: $65,557

Example

A school with 5 Level 3 Equivalent Full Time (EFT) would calculate their funding as:

Level 3 EFT (5) × Level 3 rate

This calculation is repeated for all EFT levels at the school.

Levels of funding are determined in accordance with PSD eligibility criteria, which are set out in the PSD Guidelines for Schools below.

Important items to note:

• The Indicative SRP is based on PSD application and enrolment information as at Term 3 the year prior. Allocations are updated in the Confirmed SRP, capturing enrolment and application changes that occur between Term 3 and Term 1.
• PSD allocations should be reviewed termly in PSDMS (Resource Allocation Listing) and the SRP (Budget Details report), and any questions can be logged via the DET Services Portal. Reconciliation requests can only be considered on a one-term basis. Requests for budget adjustments will not be considered beyond the previous term.

Further information

• Program for Students with Disabilities – guidelines for schools
• Student Support Groups
• Program for Students with Disabilities Management System (PSDMS) – information and user guides
  • PSDMS log in (for registered users)
• DET Services Portal
• Disability Inclusion Funding and Support

Program for Students with Disabilities – Transition Support Funding (Reference 66)

Transition Support Funding is available to government secondary schools to support students starting Year 7 in 2024 who are no longer eligible for the Program for Students with Disabilities (PSD) after their Year 6-7 Review.

The funding supports the delivery of personalised teaching and learning programs that respond to student's needs.

Schools are encouraged to use the Student Support Group (SSG) process to draw on the expertise of the group to formulate and commit to specific strategies and implementation plans that will support the student's educational needs, inclusion and engagement. The progress of the agreed strategies should be regularly reviewed at SSG meetings each term.

Transition Support Funding allocations will be progressively replaced by Disability Inclusion Tier 2 school-level funding and Disability Inclusion Transition Funding (Reference 140) as part of the implementation of the Disability Inclusion funding and support model.

Eligibility

Transition Support funding will continue to be available to schools until they transition to Disability Inclusion during the staged 5-year roll-out schedule between 2021 to 2025. To be eligible for transition support funding, students must:

• be enrolled in a Program for Students with Disabilities (PSD) school in grade 6 or equivalent in 2023
• no longer be eligible for the Program for Students with Disabilities (PSD) after their Year 6-7 Review
• be commencing year 7 in a Program for Students with Disabilities (PSD) government secondary school in 2024.

Remaining schools with the following campus types are eligible for Transition Support Funding at school level:

• Secondary
• Primary/Secondary Combined
• Special

Funding is calculated at the Confirmed and Revised budget cycles, Funding is allocated through cash funding.

Use of funding

Transition Support Funding resources, in consultation with the Student Support Group, can be used to access:

• consultation or support from specialist education or allied health staff
• professional development
• specialist equipment or materials.

Examples are provided further below.

Transition Support Funding resources do not define or limit the support provided by a school for a student. It is the responsibility of the school, in consultation with parents/carers in the Student Support Group, to determine the specific nature of the support required, and schools are required to consider their total budget in supporting students with disability and diverse learning needs.

Transition Support Funding resources should not be targeted to students in receipt of supplementary funding through the Program for Students with Disabilities.

Examples for use of funding

In consultation with the Student Support Group, consideration can be given to providing more intense support at the beginning of the school year or identifying equipment and materials that will be used over a longer period of time. For example:

For a student with behaviour support needs

Transition Support Funding may be used for professional development and consultation focused at the beginning of the school year. Transition Support Funding could be used to:

• provide school staff with the necessary knowledge and skills
• develop and implement Behaviour Support Plans and resources across the school
• support other adjustments to the school environment as the student begins secondary school.

For a student with learning support needs

Transition Support Funding may be used to access specialist education or allied health support. This may identify specialist equipment and educational resources that the school can purchase for the student's personalised learning and support needs.

For a student with sensory or health support needs

Transition Support Funding may be used to purchase personal equipment or resources, specific to the student's needs that will enhance their access and participation in the school's educational programs.

Calculation

Transition Support Funding is calculated on a pro-rata basis according to enrolment information in CASES21 census data.

School principals will be emailed directly to detail Transition Support Funding allocations following the release of the Confirmed Student Resource Package (SRP).

If a school identifies a student for Transition Support Funding after Term 1, a pro-rata allocation will be considered. In these instances, schools are advised to log a request through the DET Services Portal.

Where a student in receipt of Transition Support Funding changes government schools during the year, schools should make local arrangements to transfer resources (including specialist equipment or materials).

This allocation is not included in the Indicative SRP release.

Rates – 2024

Per eligible student (pro-rata): Cash $3,000

Further information

• Behaviour Support Plans
• DET Services Portal
• Health Care Needs
• Program for Students with Disabilities Management System (PSDMS) – information and user guides
  • PSDMS log in (for registered users)
• Student Support Groups
• Students with Disability

Special School Complexity Allowance (Reference 18)

Specialist school Complexity Allowance will apply to specialist schools receiving per capita student-based Core Index and Program for Student with Disabilities Level 1 to 6 allocations.

Specialist school complexity allowance is calculated once a year (Confirmed budget cylcle) by multiplying the Core Index enrolment totals (Reference 5) by a school specific index point from the chart below. The index point is determined by calculating the weighted mean of the Students with Disabilities index Levels 1 to 6 in the school as at Term 1.

An example of the Special School Complexity Allowance calculation can be seen below.

Index point = 130 (weighted value)/45 (students FTE) = 2.9

Supplementation per student = $1,048.10 (from rates table for index point 2.9)

Special School Complexity Allowance = $1,048.10 × 45 = $47,164.50

Eligibility

Schools with the following campus types are eligible for the specialist school complexity allowance:

• Day Special
• Special Development
• Disability
• Special
• Furlong Park School for Deaf Children.

Calculation

Special School Complexity Allowance = Core Index enrolment × Supplementation per student

Paramedical and Interpreter Staff Salaries (Reference 19)

Paramedical and Interpreter Staff funding is allocated to deaf facilities with secondary enrolments. The funding is inclusive of on costs (11.50% superannuation and 5.40% payroll tax), 1.35% leave loading, plus 1.5% for short-term relief costs.

Eligibility

Schools with the following campus types with secondary enrolments are eligible for Interpreter funding at a campus level:

• Deaf*

*Deaf campuses must be attached to a primary, secondary or primary/secondary combined school.

Funding is calculated at the Indicative, Confirmed and Revised cycles. Funding is allocated as credit funding.

2024 rates

Calculation details

Funding is allocated based on enrolments and resourcing model for deaf facilities.

Deaf schools with secondary enrolments are funded at a rate of 1 FTE for every 6 enrolments.

For example: A school with 8 secondary enrolments will be funded for 8 secondary enrolments divided by 6 FTE = (8/6) = 1.33 FTE (rounded).

This is then multiplied with the interpreter staff salary rate (including school oncosts, leave loading, short term relief).

Medical Intervention Support (Reference 20)

Medical Intervention Support (MIS) funding supports schools to engage appropriately trained staff to assist students who require regular, complex medical support at school.

MIS funding is available to support schools to put in place the necessary work arrangements for the delivery of specialised assistance to these students. This involves engagement of appropriately trained Education Support (ES) staff to undertake duties and responsibilities for delivering supporting procedures, consistent with Level 1, Range 2 of the ES Class.

The ES staff member must have undergone specific training to support the student’s medical needs. Training may be provided by an appropriate healthcare provider, or through the Schoolcare Program.

Eligibility

Schools with the following campus types are eligible for Medical Intervention funding at campus level:

• Primary
• Secondary
• Primary/Secondary Combined
• Special
• Disability
• Day Special
• Special Development
• Deaf

Funding is calculated for each of the four school terms and is allocated through credit funding.

Rates – 2024

Rate per eligible student: $15,472

Medical Intervention Support is allocated on a pro rata basis according to applications received from schools and the enrolment of an eligible student.

In cases where the student transfers to another school, an application for Medical Intervention Support is required from the new school.

Further information

Medical Intervention Support guidelines are available at:

Medical Intervention Support

Special School Transport Administration (Reference 25)

A Special School Transport Administration allocation is provided in recognition of the arrangements required to manage transport arrangements in consultation with bus contractors and parents.

Eligibility

• Special Schools*

*Including primary, secondary and primary/secondary combined schools with a defined special school campus.

Funding is calculated for each of the 4 school terms. Funding is allocated through cash funding.

Calculation

Funding is calculated based on enrolment ranges provided in the rates section below.

For example, a school with 27 enrolments would fall into the 26 to 50 enrolment range.

Rates – 2024

• Enrolment range 0 to 25: $2,772
• Enrolment range 26 to 50: $3,468
• Enrolment range 51+: $4,163

EAL Program Funding (Reference 26)

EAL program funding for mainstream schools

The EAL program funding for primary and secondary schools in the Student Resource Package (SRP) consists primarily of EAL Index funding (Levels 1 to 5) and is provided to schools that meet a pre-determined threshold. Schools that experience a significant increase to their EAL student profile during the school year which takes them beyond that threshold are also eligible for EAL Contingency funding. Refer to EAL Contingency (Reference 27).

EAL Index funding (Levels 1 to 5)

EAL Index funding is made available to schools to staff EAL programs with EAL teachers and Multicultural Education Aides (MEAs).

EAL Index funding is based on data collected from mainstream schools in the preceding August school census. New schools that did not participate in the preceding August census can apply for EAL Contingency funding if their EAL student profile meets the EAL Index funding threshold.

Eligibility

• Primary
• Secondary
• Primary/Secondary combined

Allocation of EAL index funding

EAL Index funding is allocated to schools at campus level to provide EAL programs for students based on the number of students who:

• come from a language background other than English
• speak a language other than English at home as their main language
• have been enrolled in an Australian school for less than 5 years
• attract SRP funding.

Schools should plan programs that are sufficiently flexible to accommodate the changes that occur to their EAL populations during the school year. This can be due to new enrolments or students transferring or leaving.

Calculation

EAL funding is based on an integrated weighted index for primary and secondary students.

This is applied to the number of students identified in the August school census as meeting the EAL Index funding criteria.

A school’s EAL allocation includes a weighting based on the school’s densities of Student Family Occupations (SFO weighting). Refer to Reference 11 for the calculation of SFO.

The SFO weighting reflects the high correlation between student outcomes and family occupation to target funding to schools with EAL learners who have the greatest need.

A campus is required to reach a threshold of EAL funding (EAL index funding + EAL for Likely Refugee Background funding) before EAL Index funding will apply. Thresholds are applied separately to primary and secondary students for Primary/Secondary combined campuses.

Rates – 2024

Funding is determined by:

List 1: EAL Index funding thresholds

• Primary: $28,266.78
• Secondary: $53,911.90

List 2: Index levels and level descriptions

• Level 1 – Foundation – weighting of 1.00 applied
• Level 2 – 2 to 5 years in Australian school Years 1 to 6 – weighting of 2.00 applied
• Level 3 – 2 years in Australian school Years 1 to 6 – weighting of 4.00 applied
• Level 4 – 2 to 5 years in Australian school Years 7 to 12 – weighting of 5.09 applied
• Level 5 – 2 years in Australian school Years 7 to 12 – weighting of 7.64 applied

List 3: Further weightings are applied to campuses based on the campus densities of Student Family Occupations (SFO)

• Level 1 – where a SFO density is less than or equal to 52.73% (0.5273) – a 0.6 weight is applied
• Level 2 – where a SFO density greater than 52.74% (0.5274) but less than or equal to 54.69% (0.5469) – a 1.00 weight is applied
• Level 3 – where a SFO density is greater than or equal to 54.70% (0.5470) – a 1.40 weight is applied

The combined effect of Lists 1, 2 and 3 results in the following matrix:

^{*Due to rounding some rates do not multiply exactly by the weightings above.}

Teacher salary charges to schools in 2024 will continue to be based on actual payroll debits for individual staff as reflected on eduPay. This includes the actual cost of annual leave loading and all allowances, such as higher duties and special payments. Also included are non-cash benefits for teachers.

EAL for Likely Refugee Background students

An additional loading is provided to campuses:

• that have enrolments eligible for EAL Index funding and
• have an SFO weighting below 1.4 (this equates to an SFO density greater than 0.547) and
• have 10 or more Likely Refugee Background (LRB) students enrolled.

In these cases, the school is provided with funding for the LRB students at an SFO weighting of 1.4.

If eligible, the following lines (as applicable) will also appear in a school’s SRP budget details: EAL for Refugees – Primary, or EAL for Refugees – Secondary. As with EAL Index funding, a campus is required to reach a threshold of EAL funding (EAL Index funding + EAL for LRB funding) before EAL for LRB funding will apply. Thresholds are applied separately to primary and secondary students for Primary/Secondary combined campuses.

EAL program funding for English language schools and centres

English language schools and centres and the Virtual New Arrivals Program receive EAL Program funding to support a targeted number of students enrolled in their new arrivals programs. The English language schools and some of the centres also provide services through outreach and transition services to newly arrived students who are not currently enrolled in a full-time new arrivals program. English language schools and centres or the Virtual New Arrivals Program that experience a significant increase to their enrolments before week 5 in term 1 that requires provision of an additional class are eligible for adjustment to their target enrolments for the confirmed SRP. From week 6 in term 1 and beyond they may also be eligible for EAL Contingency funding. Refer to EAL Contingency (Reference 27).

Funding for English language schools and centres is based on target enrolments established by the Statewide Programs and Tech Schools Division in consultation with regions, schools and centres. Classes are funded at a student to teacher ratio of 13:1.

English language schools receive a per target enrolment rate and a base to provide both safety net and support. Both allocations are multiples of the rates that apply in standard settings.

English language centres are campuses of a primary or secondary school. Base support is provided by the primary or secondary school and the centre receives a per target enrolment rate. The Virtual New Arrivals Program receives a per target enrolment rate at English language centre rates.

EAL program funding to English language schools and centres is allocated at campus level.

Eligibility

• English language schools
• English language centres
• Virtual EAL New Arrivals Program

2024 English language school and centre target enrolment rates

In an English language school, primary target enrolments receive a total of $14,538 made up of:

• Credit: $13,694 (referenced in your SRP budget report under Primary per Student Non-Standard Setting (NS))
• Cash: $844 (referenced in your SRP budget report under Primary per Student Non-Standard Setting (NS))

Calculation – for example, an English language school with 26 primary enrolments would receive the following:

• 26 primary enrolments × $14,538 = $377,988

In an English language school, secondary target enrolments receive a total of $17,562 made up of:

• Credit: $16,690 (referenced in your SRP budget report under Secondary per Student Non-Standard Setting (NS))
• Cash: $872 (referenced in your SRP budget report under Secondary per Student Non-Standard Setting (NS))

Calculation – for example, an English language school with 52 secondary enrolments would receive the following:

• 52 secondary enrolments × $17,562 = $913,224

In an English language centre, primary target enrolments receive a total of $15,172 made up of:

• Credit: $14,407 (referenced in your SRP budget report under Primary per Student Non-Standard Setting (NS))
• Cash: $765 (referenced in your SRP budget report under Primary per Student Non-Standard Setting (NS))

Calculation – for example, an English language centre with 26 primary enrolments would receive the following:

• 26 primary enrolments × $15,172 = $394,472

In an English language centre, secondary target enrolments receive a total of $18,409 made up of:

• Credit: $17,543 (referenced in your SRP budget report under Secondary per Student Non-Standard Setting (NS))
• Cash: $866 (referenced in your SRP budget report under Secondary per Student Non-Standard Setting (NS))

Calculation – for example, an English language centre with 52 secondary enrolments would receive the following:

• 52 secondary enrolments × $18,409 = $957,268

Multicultural Education Aides

An allocation for the employment of Multicultural Education Aides (MEAs) is made to English language schools and centres based on target enrolments. The current student to MEA ratio is 65:1. Campuses with target enrolments below 65 are entitled to a 1.0 FTE MEA. For campuses with target enrolments above 65, the 65:1 ratio applies.

The 2024 MEA rate is $67,572.

EAL student services

In addition, English language schools and centres receive funding to provide services to EAL students who are not yet or no longer enrolled in a full-time intensive program. These services include outreach services and transition support for high needs Likely Refugee Background students. This is paid at the 2024 salary rate of $134,074:

• Credit: $130,828
• Cash: $3,246.

EAL student services (Cluster funding)

In regional and rural areas, primary and secondary schools that coordinate EAL cluster programs are provided with funding to employ EAL specialists to provide advice and guidance to teachers in cluster schools to build their understanding, knowledge and capacity to meet EAL student learning needs.

EAL Contingency (Reference 27)

EAL Contingency funding is provided, budget allowing, to enable the employment of additional EAL teachers and Multicultural Education Aides (MEAs) where mainstream schools or English language schools and centres experience a significant increase to their EAL student profile after their EAL funding has been established for the year.

A ‘significant increase’ for a mainstream school – primary, secondary or combined primary/secondary – means that the cohort of additional students, based on the rates and weightings outlined in Reference 26, attract funding above the relevant EAL Index funding threshold (primary or secondary). This means there is no set number of students a school must enrol to be eligible for EAL Contingency. Each student’s year level and length of time in Australia determines the level of funding they attract.

A ‘significant increase’ for an English language school or centre or the Virtual EAL New Arrivals Program is one which requires provision of an additional class.

EAL Contingency funding is allocated at campus level.

Applications for EAL Contingency funding can be submitted at any time of the school year.

Eligibility

• Primary
• Secondary
• Primary/Secondary combined
• English language schools
• English language centres
• Virtual New Arrivals Program

Applications from mainstream schools

Primary and secondary schools that have enrolled a significant increase in the number of students since their EAL Index funding was established by the preceding year’s August census may apply for EAL Contingency funding. Each application is assessed based on the additional students’ eligibility for EAL Index level funding and the rates and weightings outlined in Reference 26.

New primary and secondary schools will not have participated in the preceding August census. They can apply for EAL Contingency funding to establish an EAL program following the February school census.

To apply, primary and secondary schools should run a Contingency Report ST21038 from CASES21 and email this with a request to be considered for EAL Contingency funding to the EAL Unit at eal@education.vic.gov.au. The ST21038 report is used to compare current enrolments with enrolments from the preceding August census to determine if an increase beyond the relevant threshold has been reached. Schools already receiving Index Funding that apply for Contingency funding have to meet the relevant threshold again. Applications from new schools are assessed based on the student numbers in the ST21038 report.

Calculation

EAL Contingency = FTE allocation × Average teacher rate

For primary and secondary schools, EAL Contingency is calculated based on the change in the school’s EAL student profile between the previous August census and the date of application, as outlined above. Any additional entitlement to EAL Index funding using the levels and weightings outlined in Reference 26, is converted to FTE and paid pro-rata for the remainder of the school year.

Primary and secondary FTE allocations are calculated separately.

Schools that apply within the first 5 weeks of term and meet eligibility requirements are funded for that term and any other remaining terms in the school year.

Schools that apply in week 6 or beyond and meet eligibility requirements are funded for the following and any remaining terms of the school year.

All schools are notified when their request has been assessed, with further notification of their total funding after it has been approved. Payment is made through the Student Resource Package (SRP) at the end of each applicable term.

Rates – 2024

List 1: EAL Index funding thresholds

• Primary – $28,266.78
• Secondary – $53,911.90

List 2: Average teacher rates

Primary schools receive a total of $134,074 made up of:

• Credit: $130,828
• Cash: $3,246

Secondary schools receive a total of $133,660 made up of:

• Credit: $131,974
• Cash: $1,686

Teacher salary charges to schools will continue to be based on actual payroll debits for individual staff as reflected on eduPay. This includes the actual cost of annual leave loading and all allowances, such as higher duties and special payments. Also included are non-cash benefits for teachers.

Applications from English language schools and centres

English language schools and centres or the Virtual New Arrivals Program experiencing a significant increase to their enrolments before week 5 in Term 1 that requires provision of an additional class are eligible for adjustments to their target enrolments for the Confirmed SRP. From week 6 in Term 1 and beyond they may be eligible for EAL Contingency Funding, applied pro-rata for rest of the school year.

English language schools and centres should use the Request for EAL Contingency Funding for New Arrivals Provision form to discuss changed provision needs with their Senior School Improvement Practice Lead. Once approved, the form must be emailed to: eal@education.vic.gov.au

All English language schools or centres are notified when their Contingency request has been assessed, with further notification of their total funding after it has been approved and on confirmation of teacher recruitment. Payment is made through the Student Resource Package (SRP) at the end of each applicable term.

For English language schools and centres and the Virtual New Arrivals Program, each additional class to be provided attracts 1.0 FTE at the average teacher rate below, paid pro-rata for the period for which the class will be required.

Average teacher rates

Primary schools receive a total of $134,074 made up of:

• Credit: $130,828
• Cash: $3,246

Secondary schools receive a total of $133,660 made up of:

• Credit: $131,974
• Cash: $1,686

Disability Inclusion Tier 2 school level funding (Reference 137)

The Disability Inclusion reform package will introduce a new funding and support model for students with disability over a staged rollout between 2021 to 2025. Refer to: Disability Inclusion Funding and Support.

Tier 2 school-level funding builds on the Core student learning allocation funding by recognising that additional resources will further strengthen school capacity (staff time and resources) and capability (staff skills and knowledge) to better meet the needs of students with disability. This also recognises that to meet the diverse needs of students with disability, increasing frequency and intensity of support can be required.

It is important to note that Tier 2 school-level funding builds on the quality teaching and differentiated practice for all students, including students with disability delivered through core student learning allocation funding.

Schools will use Tier 2 funding to develop more inclusive education environments, with flexibility to tailor support to their local context and needs of their student cohort. Refer to the Disability Inclusion Funding and Support guidance tab for advice on how to plan, implement and monitor Tier 2 funding and support.

Schools must make reasonable adjustments to ensure that students with disability can access and participate in education on the same basis as students without disability, regardless of the availability of additional funding. Refer to: Students with Disability.

All schools receiving Disability Tier 2 funding must plan expenditure within the school’s Annual Implementation Plan and document the plan in the Strategic Planning Online Tool (SPOT) funding planner. Schools are required to report Tier 2 expenditure using eduPay (for credit transactions) and CASES21 (for cash transactions).

Note: Effective June 2023, the rollout of Tier 2 funding commenced prior to the original schedule for Year 4 and 5 rollout schools. This means that a half-year allocation is reflected in the 2024 Indicative SRP for schools in Year 5 rollout areas:

• Hume Merri-bek, Outer Gippsland, Wimmera South West, and Inner Eastern Melbourne.

Eligibility

The following school types are eligible for Tier 2 school-level funding:

• Primary
• Secondary
• Primary/Secondary Combined
• Specialist
• Language.

Funding is allocated as approximately 90% credit and 10% cash funding.

Tier 2 school-level formula

Tier 2 funding is calculated using a formula, which is comprised of 2 parts:

• Part 1: a base funding component, which ensures all schools have a basic level of resources required to enhance overall school-level capacity to provide inclusive education and engage in new Disability Inclusion processes.
• Part 2: a variable funding component, which builds on the base component to provide additional resources calculated based on the school’s characteristics, to support schools to further enhance capacity and strengthen adjustments for students with disability. This means schools will have resources to continue to build school capacity in line with their unique school attributes. Funding in this component varies across schools based on the estimated prevalence of need for adjustment at a school level.

Part 1: Base funding component

This component allocates each school a ‘base amount’ based on enrolments that increases linearly up to 100 enrolments, as outlined below:

• schools with 5 students or less, the base amount is $5,265.71
• schools with between 6 and 99 enrolments, the base amount is $5,265.71 + (number enrolments − 5) × $277.14
• schools with 100 students or more, the base amount is capped at a maximum of $31,594.27.

Part 2: Variable funding component

The variable funding component takes the characteristics of students in a school and uses these measures to calculate an allocation of funding. This component is calculated based on:

• an index, calculated using statistical weights based on:
  • student family education (SFE) – which is an indicator of socio-educational disadvantage
  • school type (primary)
  • base (note that this is only applied to the first 100 enrolments in the school)
• number of enrolled students
• a variable funding rate.

The index value is multiplied by the number of enrolments in the school and the variable funding rate to calculate the school-level funding amount.

Index calculation

The index is calculated using the weights for the index categories outlined in table 1 below. The weights are used directly within the funding formula.

For SFE, the weight is multiplied by the share of students in each SFE category (SFE 1 to SFE 7).

Weights result in the allocation of relatively more funding to schools with those attributes.

Each school’s index value is updated each year based on the latest available data.

Tier 2 school-level funding calculation

Total Tier 2 school-level funding is calculated as:

Base funding component + (Index × Enrolments × Variable Funding Rate).

Where: the variable funding rate for 2024 is $4,656.34 (credit: 89.7%, cash: 10.3%).

Example of Tier 2 school-level funding calculation for a school

Consider a primary school with 90 enrolments and the following SFE distribution: 15% of enrolments are in SFE 1 and SFE 2 category; 15% of enrolments are in SFE 3 and SFE 4 category; 25% of enrolments are in SFE 5 category; 45% of enrolments are in SFE 6 and SFE 7 category.

Base calculation

The base would be calculated as:

$5,265.71 + (90 − 5 enrolments = 85 enrolments) × $277.14 = $28,822.84

Index calculation

The index would be calculated as:

(15% × 0.1800) + (15% × 0.1158) + (25% × 0.1127) + (45% × 0.0117) + (1 × 0.0202) + (1 × 0.0348) = 0.1328

Total annual school allocation

Total Tier 2 funding for the example school would be:

$28,822.84 + (0.1328 × 90 × $4,656.34) = $84,475.39

Disability Inclusion Tier 3 student-level funding (Reference 138)

The Disability Inclusion reform package introduces a new funding and support model for students with disability over a staged rollout between 2021 to 2025. Refer to: Disability Inclusion Funding and Support.

Tier 3 individual-level funding builds on the core student learning allocation and Tier 2 funding, providing individualised funding to support students with high and complex needs relating to their disability. Through the Disability Inclusion reform rollout period, the Tier 3 student-level funding will gradually replace the existing individualised disability funding provided through the Program for Students with Disabilities.

Tier 3 allocations are based on the strengths and needs of students with disabilities and the associated levels of adjustment captured in the Disability Inclusion Profile (the Profile). The Profile record levels of adjustment against 31 educational activities, across 6 domains. Refer to: Disability Inclusion Profile.

Eligibility

The following school types are eligible for Tier 3 funding:

• Primary (excluding deaf facilities)
• Secondary
• Primary/Secondary Combined
• Specialist

A student is considered eligible for Tier 3 dependent meeting two criteria summarised as follows:

1. Evidence of disability or functional need as determined by (at least one of):
   1. measured functional capacity limit (Vineland Composite score of 70 or below)
   2. evidence of a diagnosed condition
   3. enhanced moderation pathway
2. Profile-related (at least one of):
   1. greater than or equal to 8 educational activities requiring Substantial or higher adjustment
   2. greater than or equal to 3 educational activities requiring Extensive adjustment

For more information on Tier 3 eligibility refer to: Disability Inclusion Funding and Support.

Tier 3 calculation

Tier 3 funding is calculated using the following formula:

Tier 3 funding = Weighted score × Funding rate

Weighted score

The weighted score is calculated using a student’s Profile. The Profile records levels of adjustment against 31 educational activities, across 6 domains. The levels of adjustment are given a numerical score ranging from 0 (Present Environment of Supports) to 4 (Extensive Adjustments).

These unweighted scores are then weighted according to their domain and standardised. Weightings balance funding requirements across domains. For example, activities in the Self-care Domain will be weighted differently compared to those in the Learning and Applying Knowledge Domain.

Funding rate

A funding rate of $695.54 applies in 2024.

Annual allocation

Annual allocation = Tier 3 funding × Enrolment time fraction × Portion of the year funding is active

The annual allocation factors in the student’s enrolment time fraction at the school and the portion of the year for which the Profile is active. For example, a Profile with an associated Tier 3 funding start date of Term 2 would be active for 3 terms (0.75) of the year, then typically active for the whole year (4 terms = 1) in the following years.

Example of Tier 3 student-level funding calculation

A student with disability undertakes a Profile process. The Profile record levels of adjustment against 31 educational activities, across 6 domains. The student’s Profile shows the student receives an 'extensive' level of adjustment against educational activities in the Communication and Self-care domains.

There is evidence of the student having a functional need as indicated by the Vineland and the Profile contains 5 Extensive and 7 Substantial levels of adjustment, meaning the student meets the Tier 3 student-level funding eligibility criteria. The Profile is finalised with a Tier 3 funding start date of Term 2

Weighted score calculation

The student’s levels of adjustment across the 31 educational activities are transformed into scores between 0 to 4 and are weighted based on their domain and standardised to produce a total weighted score of 47.25.

Allocation calculation

The allocation would be calculated as:

Tier 3 funding = Weighted score × Funding rate

Tier 3 funding = 47.25 × $695.54

Tier 3 funding = $32,864.27

The allocation that the student attracts for the year is determined as follows:

Annual allocation = Annual rate × Enrolment time fraction × Portion of the year funding is active

Annual allocation = $32,864.27 × 1 × 0.75

Annual allocation = $24,648.20

The Student Support Group (SSG) is notified by the school contact of the Tier 3 funding via the School Resource Notification, which provides an indication of the annual rate. The allocation is then typically reflected in the school’s budget at the end of the term.

Enrolment, budget and reporting information

Tier 3 funding allocations are made according to Profiles completed prior to budget-critical dates early in each term.

The Indicative Student Resource Package (SRP) is based on Profile and enrolment information as at Term 3 of the year prior. Allocations are updated in the Confirmed SRP, capturing enrolment and application changes that occur between Term 3 of the prior year and Term 1 of the current year.

Where enrolment details are not correct in CASES21 prior to budget critical dates each term, Tier 3 student-level funding cannot be guaranteed. Enrolment details for new or current students must be promptly uploaded to CASES21.

Where a student transfers during the school year, resources remaining for the year will be adjusted and made available to the new school from the commencement of the next school term. The SRP is revised at the end of each term to capture these changes.

Schools should make local arrangements to transfer resources for enrolment changes occurring during term.

Where agreement has been reached that a student is enrolled and attends two schools, the allocation will be provided on a pro-rata basis that is consistent with the enrolment details contained in CASES21.

Schools are provided with School Resource Notifications that provide an indication of a student’s annual rate at the finalisation of their Disability Inclusion Profile. Accurate allocation information is provided to schools through termly Tier 3 student-level funding allocation reports. Allocation details in these reports should be reviewed against School Resource Notifications and students’ CASES21 enrolment information. Any queries can be raised through an email to the Disability Inclusion Outcomes mailbox at disability.inclusion.outcomes@education.vic.gov.au

Reconciliation requests can be logged via the DE Services Portal and will only be considered on a one-term basis. Requests for budget adjustments cannot be considered beyond the previous term.

Disability Inclusion Tier 3 student-level funding – DI Funding Adjustment (Reference 153)

The Disability Inclusion reform package introduces a new funding and support model for students with disability over a staged rollout between 2021 to 2025. Refer to: Disability Inclusion Funding and Support.

Tier 3 individual-level funding builds on the core student learning allocation and Tier 2 funding, providing individualised funding to support students with high and complex needs relating to their disability. For more information about how Tier 3 funding is calculated, refer to Student Resource Package – Equity Funding (Student-Based Funding): Disability Inclusion Tier 3 student-level funding (Reference 138).

Eligibility

In exceptional cases, some Disability Inclusion Profiles (the Profile) may be finalised in the following year due to:

• delays to the profile meeting occurring
• department review and appeals processes
• late enrolment in Term 3 or Term 4.

Some profiles were finalised in 2024 with an associated Tier 3 funding outcome that commenced from 2023, however the 2023-related allocation was not provided through the 2023 SRP. Schools will receive the 2023-related allocation for these profiles through the ‘Disability Inclusion Funding Adjustments’ line in the 2024 SRP.

Tier 3 allocations are provided through this line where a profile:

• is eligible for Tier 3 funding
• has a funding start date in 2023
• has been finalised after the 2023 reconciliation and attestation process.

Eligible profiles receiving 2023-related allocations under the Disability Inclusion Funding Adjustments line in the 2024 SRP are notified through the School Resource Notification provided to the school after profile finalisation.

Funding adjustment calculation

Prior year allocations are calculated through the following formula:

Prior year allocation = Prior year Tier 3 funding × Prior year portion

Prior year Tier 3 funding

Prior year Tier 3 funding = Weighted score × Prior year funding rate

The prior year Tier 3 funding allocation is calculated as per usual Tier 3 allocations as outlined in the SRP Tier 3 student-level funding PAL page, with the funding rate of the prior year applied to the weighted score.

Prior year portion

Prior year portion = Enrolment time fraction × Portion of the year funding is active

The prior year annual allocation factors in the portion of the prior year for which the Profile is active and student’s enrolment time fraction at the school. For example, a Profile with an associated Tier 3 funding start date of Term 3 in the prior year would be active for 2 terms (0.5) of the year.

Example of Prior Year Adjustment funding calculation

A school undertakes the profile process for a student in Term 3 2023. The student is attending full time FTE. The profile is finalised in May 2024 and is deemed eligible for Tier 3 funding. The profile has a funding start date of Term 3 2023. The profile has been finalised after the 2023 SRP reconciliation and attestation process, and the 2023-related allocation is unable to be provided through the 2023 SRP and is therefore allocated through the 2024 SRP. The 2023 portion of the allocation is provided through the Disability Inclusion Funding Adjustments line in the 2024 SRP.

Allocation calculation

The prior year funding amount is calculated as:

• Prior year Tier 3 funding amount = weighted score × prior year funding rate
• Prior year Tier 3 funding = 48.9 × $678.65 (2023 funding rate)
• Prior year Tier 3 funding = $33,185.99

The portion of the prior year that funding is active would be calculated as:

• Prior year portion = enrolment time fraction × portion of the year funding is active
• Prior year portion = 1 (enrolment FTE) × 0.5 (portion of 2023 funding is active)
• Prior year portion = 0.5

The prior year allocation is calculated as:

• Prior year allocation = Prior year Tier 3 funding amount × Prior year portion
• Prior year allocation = $33,185.99 × 0.5
• Prior year allocation = $16,593.00

The school will receive $16,593.00 in the Term 3 2024 Revised SRP to reflect the 2023 Tier 3 allocation. The school will also receive the allocation for 2024 as per usual Tier 3 allocation at a 2024 rate.

Disability Inclusion Transition Funding (Reference 140)

The Disability Inclusion reform package introduces a new funding and support model for students with disability over a staged rollout between 2021 to 2025. Refer to: Disability Inclusion Funding and Support.

Disability Inclusion Transition Funding provides schools with funding continuity for students moving from Program for Students with Disabilities (PSD) Level funding to the new individualised disability funding model, Disability Inclusion Tier 3 Student-Level Funding.

Eligibility

Schools receive a Disability Inclusion Transition Funding allocation for students meeting the applicable eligibility requirements. Eligibility requirements vary dependent on the student’s PSD Level.

PSD Levels 5 and 6

Disability Inclusion Transition Funding is provided to schools for eligible students in this cohort without an assigned PSD review date until they complete their schooling.

For this cohort, eligibility is achieved when the following criterion is met:

• the student’s PSD Level funding rate is greater than the Tier 3 funding rate.

PSD Levels 1 to 4

Disability Inclusion Transition Funding is provided to schools for eligible students in this cohort until the end of 2024.

For this cohort, an allocation is made where a Disability Inclusion Profile is completed and the following criteria are met:

1. the student’s PSD Level funding rate is greater than the Tier 3 funding rate
2. the student’s PSD Level funding eligibility is active.

Allocations are also made in the 2024 Confirmed SRP for students without a complete Disability Inclusion Profile where the following criteria are met:

1. the student’s PSD Level funding eligibility expired in 2023
2. the student attended a school in the Disability Inclusion rollout in 2023.

Calculation

Disability Inclusion Transition Funding = PSD Level funding rate − Tier 3 funding rate

Examples of Disability Inclusion Transition Funding

Example 1 – PSD Level 5 and 6

A Year 3 student attending a primary/secondary school in a Disability Inclusion rollout area in 2024 is PSD Level 5 funded. This student’s PSD funding is not subject to review. A Disability Inclusion Profile is completed for the student and results in a Tier 3 funding rate of $51,000.

The student meets the Disability Inclusion Transition Funding eligibility criteria for their cohort. The PSD Level 5 funding rate is $54,144 in 2024. The school is provided with a Tier 3 allocation at a rate of $51,000 and a Disability Inclusion Transition Funding allocation at a rate of $3,144 in 2024. The student maintains their enrolment at the school in 2025 and beyond, and the school continues to receive Disability Inclusion Transition Funding in addition to the Tier 3 funding.

Example 2 – PSD Level 1 to 4, Disability Inclusion Profile prior to PSD review year

A Year 5-age equivalent student attending a specialist school in a Disability Inclusion rollout area in 2024 is PSD Level 3 funded. This student’s PSD funding is due for review in 2025. A Disability Inclusion Profile is completed for the student and results in a Tier 3 funding rate of $27,500.

The student meets both aspects of the Disability Inclusion Transition Funding eligibility criteria for their cohort. The PSD Level 3 funding rate is $31,355 in 2024. The school is provided with a Tier 3 allocation at a rate of $27,500 and a Disability Inclusion Transition Funding allocation at a rate of $3,855 in 2024. At this stage for students in this scenario, Disability Inclusion Transition Funding is not endorsed beyond 2024.

Example 3 – PSD Level 1 to 4, Disability Inclusion Profile after PSD review year

A Year 6 student attending a primary school in a Disability Inclusion rollout area in 2023 is PSD Level 2 funded. This student’s PSD funding is due for review in 2023. The student is moving to a secondary school in the same area in 2024 and therefore does not complete a PSD Review nor Disability Inclusion Profile in 2023.

The student technically meets both aspects of the Disability Inclusion Transition Funding eligibility criteria for their cohort from the beginning of 2024. The PSD Level 2 funding rate is $19,863 in 2024. The secondary school is provided with a Disability Inclusion Transition Funding allocation at the PSD Level 2 rate in the 2024 Confirmed SRP. The school initiates the Disability Inclusion Profile process in Term 2, 2024 which is completed in early Term 3 and results in a Tier 3 allocation at a rate of $15,000. The budget update at the end of Term 3 2024 reflects the Tier 3 allocation and the Disability Inclusion Transition Funding allocation is updated to reflect the difference of $4,863 and applies only until the end of 2024.

Enrolment, budget and reporting information

Disability Inclusion Transition Funding allocations are made according to Disability Inclusion Profiles completed prior to budget-critical dates early in each term.

Where enrolment details are not correct in CASES21 prior to budget critical dates each term, Disability Inclusion Transition Funding cannot be guaranteed. Enrolment details for new or current students must be promptly reflected in CASES21.

Where a student transfers during the school year, resources remaining for the year will be adjusted and made available to the new school from the commencement of the next school term. The SRP is revised at the end of each term to capture these changes.

Schools should make local arrangements to transfer resources for enrolment changes occurring during terms.

Where agreement has been reached that a student is enrolled and attends 2 schools, the allocation will be provided on a pro-rata basis that is consistent with the enrolment details contained in CASES21.

Schools are provided with School Resource Notifications that provide an indication of a student’s annual funding rate at the finalisation of their Disability Inclusion Profile. Disability Inclusion Transition Funding information will be provided in the School Resource Notification where applicable.

Accurate allocation information is provided to schools through termly Disability Inclusion Tier 3 and Disability Inclusion Transition Funding allocation reports. Allocation details in these reports should be reviewed against School Resource Notifications and students’ CASES21 enrolment information. Any queries can be raised through an email to the Disability Inclusion Outcomes mailbox at disability.inclusion.outcomes@education.vic.gov.au

Reconciliation requests can be logged via the DE Services Portal and will only be considered on a one-term basis. Requests for budget adjustments cannot be considered beyond the previous term.

Resources

School student resource package (SRP) interactive site (staff login required)

To see budget and planner reports for principals and delegates, login to student resource package

Current SRP guidance

• 2024 student resource package revised guide (PDF)
• 2024 student resource package revised guide (DOCX)