These procedures support the School excellence policy.

School Excellence roles and responsibilities

Principals:

• lead the school community in developing and successfully implement the 4-year Strategic Improvement Plan
• endorse the strategic improvement planning process as an accurate representation of community consultation and evidence-informed decision-making
• confirm the completion of each aspect of the Strategic Improvement Plan using the conversation guide in SPaRO, with their Director, Educational Leadership
• publish the Strategic Improvement Plan on the school's website by the end of Term 1 at the start of a School Excellence cycle. Publish any updates made to the plan during the cycle annually, by the end of Term 1 of the current year. The plan will be archived as a state record
• lead a collaborative, ongoing process of self-assessment that involves critical and authentic reflection of the school's progress supported by evidence collected over time
• monitor the implementation of the Strategic Improvement Plan and make necessary adjustments as required
• use the School Excellence Framework to lead the ongoing assessment of the school's practices to inform the Strategic Improvement Plan and the annual report. This includes the annual completion of the School Excellence Framework Self-assessment Survey by the end of Term 1 of the following school year
• lead the preparation of the annual report, which reflects the school's achievements and meets the department's reporting requirements
• publish the annual report by the end of Term 1 of the following year. The document will be archived as a state record
• lead the preparation of a submission for external validation. The submission will include evidence from the school's self-assessment processes on the school's achievements and ongoing progress using the School Excellence Framework
• take appropriate action following an external validation
• action any recommendations from school development reviews, if undertaken.

Principals, School Leadership

• support the school in the strategic improvement planning, self-assessment, and annual reporting processes
• collaborate with principals and school teams (when requested), to prepare the school's external validation submission
• lead external validations with a principal colleague. Principals, School Leadership only lead external validation panels for schools they have not previously supported in preparing the school's external validation submission.

Directors, Educational Leadership:

• support principals to engage in all aspects of the School Excellence cycle
• engage in regular professional conversations with the principal regarding the school's Strategic Improvement Plan, self-assessment and annual report
• confirm the completion of each aspect of the Strategic Improvement Plan using the conversation guide in SPaRO with the principal
• approve the school's Strategic Improvement Plan before it is published
• monitor the implementation of Strategic Improvement Plans and annual reporting processes for compliance with legislative and policy requirements
• collaborate with principals and school teams to prepare the school's external validation submission
• affirm the school's external validation submission as being a true and accurate representation of the school's processes in strategic improvement planning, self-assessment, and reporting
• nominate schools to the Executive Director, Public Schools for a school development review, where appropriate and following consultation with the principal
• lead a team to undertake a school development review and determine appropriate strategies for implementation at the school, in consultation with the principal
• produce a school development review report for the principal and the Executive Director, Public Schools with the findings and recommendations of the review
• support the principal to take appropriate action following an external validation and to implement any recommendations from a school development review, if undertaken.

External validation roles and responsibilities

Principals:

• lead the school in embedded, ongoing self-assessment practices
• ensure relevant school staff complete the ‘School Excellence: Supporting schools with external validation’ professional learning, online via MyPL
• lead and guide the development of evidence sets to support the school’s self-assessment and ensure all evidence sets are available in the <year> Submission folder in SPaRO
• submit the current year SEF S-aS, lock the submission folder and submit the executive summary (optional) in SPaRO, 2 weeks before the panel meeting (excluding school holidays)
• consider and draft the ‘School determined next steps to support self-evaluation’ and ‘School determined future directions to support school improvement’ in preparation for and further consideration at the panel meeting
• liaise with the lead panellist to finalise panel meeting organisation
• add relevant staff to the online panel meeting via Microsoft Teams
• collaboratively guide the school’s response to clarifying questions regarding on-balance judgements for identified element/s of the SEF
• discuss and confirm the ‘School determined next steps to support self-evaluation’ with the panel for inclusion in the panel report
• discuss the ‘School determined future directions to support school improvement’ with the panel. Following external validation, the principal will:
  • take appropriate action to implement the ‘School determined next steps to support self-evaluation’ and continue to lead the school in embedded, ongoing self-assessment practices
  • consult with the Director, Educational Leadership, and network Principal, School Leadership to further refine the ‘School determined future directions to support school improvement’, as part of the updating and approval of the school’s Strategic Improvement Plan.

Network Principals, School Leadership (PSL):

• support schools so that relevant staff complete the ‘School Excellence: Supporting schools with external validation’ professional learning, online via MyPL
• collaborate with principals and school teams (when requested), to guide the preparation of the school’s external validation submission including the identification of ‘School determined future directions to support school improvement’
• following external validation, network PSL will:
  • consult with the school principal and the Director, Educational Leadership to finalise the ‘School determined future directions to support school improvement’ section of the panel report
  • support the school in the development of their Strategic Improvement Plan
  • provide ongoing support for strategic improvement planning, self-assessment, and annual reporting processes.

Lead panellists (Principals, School Leadership):

• support the delivery of peer principal professional learning
• contact the school principal to discuss meeting processes and protocols
• assign administrator access to the principal for the online panel meeting via Microsoft Teams
• access the school’s submission in SPaRO during the 2 weeks before the panel meeting
• meet with the peer principal to consider the school’s submission
• verify that there has been Director, Educational Leadership affirmation prior to the panel meeting.
• during the panel meeting, the lead panellist will:
  • meet with the school external validation team to discuss the submission, ask questions to clarify their understanding and make connections between the evidence presented and the school’s on-balance judgements
  • lead the external validation meeting with a peer principal
  • validate the school’s on-balance judgement or identify element/s where the school's self-assessment is not consistent with the evidence presented using the SEF. Where the panel’s determination differs from the school’s on-balance judgement, the panel will discuss the reason for this determination with the school team. The panel’s decision is reflected in the panel report
  • discuss and confirm the ‘School determined next steps to support self-evaluation’ with the school for inclusion in the panel report
  • discuss the ‘School determined future directions to support school improvement’ with the school
  • prepare and finalise relevant sections of the external validation panel report in SPaRO.

Peer principals:

• complete professional learning to understand the role of a panel member in the processes of self-assessment and validation using the School Excellence Framework
• read the submission and meet with the lead panellist prior to the panel meeting, to consider the school’s evidence
• engage as a panel member in external validation processes with participating schools.

Directors, Educational Leadership:

• support each principal to engage in all aspects of the School Excellence cycle
• collaborate with principals and school teams to prepare the school’s external validation submission
• affirm the school’s submission as being an accurate representation of the school’s processes in planning, self-assessment, and reporting. The Director, Educational Leadership affirmation is completed in SPaRO once the school’s submission is finalised and prior to the panel meeting
• consult with the school principal and the network PSL to finalise the ‘School determined future directions to support school improvement’ section of the panel report in SPaRO
• engage in regular professional conversations with the principal regarding the school’s Strategic Improvement Plan, self-assessment, and annual reporting processes.

The School Excellence Framework (SEF) provides a clear description of effective practice across the key educational domains of learning, teaching and leading, and informs and guides decision-making by principals.

During the 4-year School Excellence cycle, all schools must undertake one external validation of evidence of their school self-assessment against the SEF, as outlined in 3 External validation process and guidelines.

Aligning the school planning and external validation cycles allows schools to use the knowledge and feedback gained from the external validation process to inform their situational analysis and to develop or further refine strategies to target identified areas for improvement through their Strategic Improvement Plan.

Schools must develop a new Strategic Improvement Plan following external validation.

For further information and guidelines for external validation, refer to 3 External validation process and guidelines.

Needs-based funding is the recurrent resourcing targeted to students and schools based on characteristics of demonstrated educational disadvantage and provided to lift student outcomes. Each school provides accountability for the effective use of the funds to improve student outcomes that occurs through its Strategic Improvement Plan and annual report.

Relevant funding allocation amounts received by schools are automatically uploaded to SPaRO when the School Budget Allocation Report (SBAR) is released.

Schools need to:

• identify the improvement measures and resources required to support the learning needs of students from identified equity groups as appropriate to the school context
• ensure that students benefit from the funding in the year it is allocated, using research and evidence-informed decision-making. This will embed sustainable models of effective teaching and learning from year to year for students
• enter the funding source for each activity in SPaRO, in the implementation and progress monitoring section. This ensures schools can track, monitor, reflect and report on the learning outcomes of projects and activities resourced through needs-based funding and the improvement measures implemented for equity groups.
• Funding allocations not linked to strategic directions are monitored and reported on in SPaRO through the ‘Other funded activities’ section of the Strategic Improvement Plan.

Once the school has completed the Strategic Improvement Plan, the principal and Director, Educational Leadership need to ensure each key aspect of the plan meets requirements and endorse the plan.

Following this endorsement, the Director, Educational Leadership approves the overall Strategic Improvement Plan, which is then published (refer to Step 4 'Publish the Strategic Improvement Plan' below).

Once approved, schools publish their Strategic Improvement Plan through SpaRO.

All schools must publish their plan to their school website by the end of Term 1 at the start of their School Excellence cycle.

The plan will auto-populate on the ‘School planning and reporting’ page of school websites. Schools with websites not supported by School Website Service will need to extract a PDF of the school plan and manually upload it to their website.

Any significant updates to the plan will need to be endorsed, approved, and published in line with the above process. Schools will publish updated plans as soon as they are approved.

Schools must:

• identify those activities required to implement initiatives in the Strategic Improvement Plan, and to achieve the annual progress measures
• record the activities in SPaRO, in the implementation and progress monitoring section, with details supporting each activity’s implementation and evaluation
• monitor and report on how they use needs-based funding to implement initiatives within the school’s strategic directions.

Table 3 describes the required activities. For more detailed information, see Implementation and progress monitoring on the School Excellence in Action website.

Table 3 Activities required for implementation and monitoring

It is best practice for schools to use the evidence bank in SPaRO to store and organise their evidence for self-assessment.

Sourcing and using evidence underpin the self-assessment process. Schools collect and analyse evidence and engage in authentic self-assessment and evaluation processes. Using SPaRO for this task makes it simpler for each school to prepare their external validation evidence.

By the end of Term 1 after the reporting period, schools must complete and document the following information in SPaRO, which will ensure the annual report is auto-populated with this information:

• the evaluation of annual progress measure/s to reflect on the impact of the initiatives and which must include resources allocated
• an annual evaluation and impact assessment for each identified funding source, including resources allocated, the activities or initiatives funded, and the impact of these activities and initiatives on student learning and/or student equity groups. This will help evaluate the quality and effectiveness of the activities funded and implemented and provide evidence of impact to support next steps including evaluation of whether to continue investing in the initiative.

Schools must then finalise and publish the annual report by end Term 1 following the reporting period.

School self-assessment is a key component of the School Excellence cycle.

All schools must complete and submit the School Excellence Framework Self-assessment Survey (SEF S-aS) in SPaRO before completing their annual report.

It is recommended that schools complete the SEF S-aS at least a week before the annual report due date, so that schools can reflect and report on findings from the survey in their annual reports – which will also be completed and published by the end of Term 1 each year.

The SEF S-aS captures a point-in-time judgement using all elements of the School Excellence Framework. The statements of excellence in the framework are central to guiding the school’s reflection on each element.

Schools consider the evidence in light of the statements of excellence and make an on-balance judgement of the stage of excellence for each theme within the element and the statement of excellence for each element.

A school development review can be requested – following consultation with the principal by:

• the Deputy Secretary, Public Schools
• the Executive Director, Public Schools
• the Director, Educational Leadership.

A principal may also request the initiation of a school development review.

The Director, Educational Leadership must provide a written application to the Executive Director, Public Schools for approval to conduct the review, including:

• details of the school context
• a reflection on the nature and quality of the school’s self-assessment
• the reasons for nomination or request for the school development review
• information outlining the strategies already used to support the school, including the outcomes of those strategies, and a clear identification of the way in which a school development review is expected to benefit the school.

A school development review is an appropriate course of action if:

• a school has not achieved sustainable improvement, following significant support
• there are clearly identifiable factors or stressors that are impeding whole-school growth and sustainable improvement.

The decision to review will take into consideration the school’s self-assessment and/or external validation along with other available information.

A school development review provides the benefit of ‘a fresh set of eyes’. It has significant potential to build on existing school self-assessment activities such as the School Excellence Framework Self-assessment Survey (SEF S-aS), external validation and any school-initiated evaluations.

The Executive Director, Public Schools, in consultation with the Director, Educational Leadership, will determine whether the application provides sufficient evidence to initiate a school development review and whether such an approach is likely to identify and guide the implementation of effective actions that will lead to sustainable improvement for the school.

The Director, Educational Leadership with line management responsibility for the principal will determine (in consultation with the Executive Director, Public Schools) the size and composition of the review team as well as lead the review, unless the Executive Director, Public Schools determines otherwise.

There are several tasks that must be completed before the review begins, including formally notifying the NSW Teachers Federation a minimum of 5 weeks before the review. Notification occurs through a letter from the Deputy Secretary, Public Schools to the General-Secretary, NSW Teachers Federation.

The school development review team will:

• consist of 3 to 5 members
• spend up to 5 days at the school to determine the issues impacting the school’s ability to achieve sustained improvement and determine appropriate strategies to address the identified issues.

The review will:

• allocate time at the start for the principal to brief the review team
• remain responsive and flexible to respond to unanticipated and emerging issues
• include interviews with relevant staff and school community members including parents, students and local AECG members
• include observations of lessons and other school activities, as relevant
• include time for analysis of performance data, other evidence, and relevant school documentation
• allow for individual reflection, synthesis time, review team discussion and flexibility
• include time to meet separately with the principal each day to discuss emerging issues
• include time for team reflection before debriefing
• allocate time at the end of the review for validation, synthesis and the writing of draft findings, recommendations, and strategies
• allocate time for an exit presentation with the principal of draft findings, draft recommendations, and possible strategies, and advise that monitoring visits will be conducted over a 12-month period.

In the 2 weeks following the school development review

The review team must provide the school with a final report that includes time-specific, explicit actions and strategies for mandatory implementation by the school.

A variety of support mechanisms will be considered to assist schools to implement the identified actions and strategies. This can include other business units within the department to provide specialist support where appropriate.

In the 12 months following the school development review

The Director, Educational Leadership (unless otherwise determined by the Executive Director, Public Schools) will:

• conduct monitoring visits to the school each term for one year to assess the effectiveness of implementation of the strategies
• update the Executive Director, Public Schools each term, and subsequently the Deputy Secretary, Public Schools.

Where the school does not meet strategy implementation and timeframes, the Executive Director, Public Schools (in consultation with the appropriate Deputy Secretary, Public Schools) will consider further action or support.

New schools

New schools will participate in an external validation process within the first 4 years of opening. The year of external validation will be negotiated between the Director, Educational Learning, and principal. This will be communicated to the Director, Strategic School Improvement as soon as is practical after the school opens. It is recommended that new schools do not participate until after 12 months of operation.

The external validation process will inform the development of an updated 4-year Strategic Improvement Plan, to be implemented in the year following external validation.

Colleges

Multiple campuses of the same college will participate in external validation in the same year, but not necessarily at the same time. Each individual school, with a unique school code, is required to develop and submit evidence reflective of their individual campus context to determine their on-balance judgements using the School Excellence Framework (SEF).

The executive or college principal plays a significant role in the planning and reporting cycle of a college and as such will have an ongoing role in self-assessment. Depending on the local context, organisation and structure of the college, the executive or college principal may collaborate with the campus leadership team and/or the panel meeting to help prepare the campus’ external validation submission.

External validation panel meetings will be scheduled using a combination of online and face-to-face formats. Where possible, panel meetings will alternate between face-to-face and online format with each new cycle.

Face-to-face meetings may be moved online during the external validation period, in response to department advice.

In the 2 weeks before the panel meeting, a unique meeting (via Microsoft Teams) will be created by Strategic School Improvement for each participating school face-to-face meeting. All schools will have a unique MS Teams channel created for them as a contingency for a change in meeting format where:

• the lead panellist and peer principal will be assigned owner access to the Teams channel
• the lead panellist will add the school principal to the Teams channel and assign them owner access
• the lead panellist is responsible for ensuring appropriate disposal of all submission material.
• the school principal will add participants to the meeting, including the Director, Educational Leadership and the network Principal, School Leadership, as required.

The external validation panel is an independent panel, consisting of 2 principals, namely a:

• lead panellist – a Principal, School Leadership
• peer principal – an experienced, substantive principal of another school.

Principals, School Leadership will not lead external validation panels for those schools where there is a real or perceived conflict of interest. Before scheduling, panel members identify schools and principal networks where there may be a potential or perceived conflict of interest. Additionally, as soon as they are notified of their panel allocation, the Principal, School Leadership, and peer principal must declare any potential or perceived conflict of interest (via email to validation@det.nsw.edu.au). If a conflict of interest exists, the panel member/s will not be assigned to that school.

Role of the panel

The role of the panel is to determine whether the school’s evidence, including data provided directly to the panel, supports the judgements made in the School Excellence Framework Self-assessment Survey (SEF S-aS) for each element of the SEF. The panel:

• reviews the external validation submission, including the data provided directly through SPaRO
• meets with the school external validation team to engage in a discussion regarding the evidence presented and to ask clarifying questions
• considers all evidence using the standards articulated in the SEF and determines the panel judgement for each element of the SEF
• finalises the ‘School determined next steps to support self-evaluation’
• discusses the ‘School determined future directions to support school improvement’
• prepares the external validation report.

Applying to be a peer principal

Substantive, experienced principals may apply for the role of peer principal through an Expression of Interest (EOI) process.

Directors, Educational Leadership should encourage suitable principals to apply after regular collegial discussions about professional growth and development.

All peer principal nominees will discuss the opportunity with their Director, Educational Leadership and seek endorsement before submitting their application.

Once the application process is complete, the relevant Directors, Educational Leadership will review and endorse the list of peer principal nominees.

Eligibility

Peer principals must:

• be a substantive principal
• have a minimum of 3 years’ experience in a principal role
• have Director, Educational Leadership endorsement to participate in the role.

If a principal is not substantive in their current role but has a minimum of 3 years’ experience in a principal role and demonstrates the capacity to be an effective part of the external validation panel, the Director, Educational Leadership and Director, Principals, School Leadership and External Validation may decide to include them as a peer principal.

The School Planning and Reporting Online (SPaRO) software provides an online integrated process for schools to efficiently plan, self-assess and report. Schools, panels and Directors, Educational Leadership use SPaRO to prepare for and participate in the external validation process.

SPaRO is used:

• to support schools with embedded, ongoing self-assessment practices, including collecting evidence to support effective evaluative practices
• by schools to create evidence sets and finalise the external validation submission
• by Directors, Educational Leadership to review and affirm the external validation submission
• by panels to view and validate the external validation submission and to complete the panel report.

SPaRO is available through the staff portal. The external validation panel will be provided read-only access to the relevant school in SPaRO 2 weeks before the panel meeting.

The school:

• reviews the evidence gathered through ongoing self-assessment
• develops evidence sets that explain, evaluate, and clarify the links between the evidence sets selected, practices across the school and the school’s SEF S-aS judgements.

It is not necessary for a school to include all evidence used for self-assessment in the external validation submission.

Schools need to include carefully selected, robust examples of evidence indicative of the general practices across the school and their impact, validating the school’s on-balance judgement for identified element/s of the SEF. The number of evidence sets per submission will be determined by the school, ensuring each set contains effective and carefully selected artefacts that are annotated and analysed to clearly link to and provide evidence across multiple SEF elements.

Additional information regarding updates to the external validation process in 2024, including a suggested list of evidence, is available on Strategic School Improvement.

All evidence must be saved in the SPaRO evidence bank. Artefacts within a set can be presented as an image or document file and schools can use a variety of formats within each set to ensure adequate information is provided. It is not possible to present an external validation submission in video format as each evidence set must be supported by written annotations and an analysis.

Schools must upload evidence sets to the ‘<calendar year> Submission’ folder in SPaRO.

Evidence sets must consist of:

• annotated data and evidence, and analysis prepared by the school and uploaded into SPaRO for the elements – Learning culture; Wellbeing, Curriculum; Assessment; Effective classroom practice; Learning and development; Data skills and use; and Educational leadership
• system data provided directly to the panel through SPaRO for the elements – Reporting; Student performance measures; Professional standards; School planning, implementation, and reporting; School resources; and Management practices and processes. All schools will provide, as part of their evidence, a de-identified student report for each stage or year of learning. No annotation of these reports is required.

It is optional for schools to provide additional evidence and annotations for the elements where system data is provided directly to the panel through SPaRO.

Annotating and analysing evidence:

• The annotation provides the context for the selected piece or group of evidence. It describes what, when how and why the evidence is significant.
• An analysis provides explanation, evaluation, and clarification of a collection of evidence. It provides links to practices across the school and validates the school’s on-balance judgement for identified element/s of the SEF.

The optional executive summary provides a brief narrative of the school’s point-in-time judgements in the 3 SEF domains – learning, teaching and leading. It is a synthesis of the school’s self-assessment.

The executive summary is entered into 4 text boxes in the SPaRO software under the relevant headings. The recommended length for an executive summary is one to two pages.

From 2024, schools will have the option to include an executive summary as part of the submission or rely solely on the analysis to provide the links to practices across the school that support the validation of the school’s on-balance judgement for identified element/s of the SEF.

Schools access, complete and submit an external valuation School Excellence Framework Self-assessment Survey (SEF S-aS) for the current year through SPaRO.

The SEF S-aS allows schools to capture a 'point-in-time' judgement that has been informed by their ongoing self-assessment processes using the SEF. Evidence is evaluated to determine an on-balance judgement of which stage best describes the school's practices for each element of the SEF. The external validation panel carefully considers this information, including the on-balance judgements and the supporting evidence. The panel determines whether the school’s on-balance judgements, and the supporting evidence, align with the descriptors and statements articulated in the SEF for each element.

Schools that complete a SEF S-aS as part of the external validation process are not required to resubmit an additional survey as part of the annual requirement for that year. The following options are available for these schools:

• Option 1 – no action
• Option 2 – edit and resubmit validated external validation SEF S-aS
• Option 3– create a new SEF S-aS to complete and submit.

If an element or elements are not validated by the panel at the level selected by the school, the panel’s view will be the outcome of validation and the school will update their SEF S-aS to reflect the validated judgement of the panel.

The Director, Educational Leadership collaborates with the school to ensure that they can affirm that the external validation submission is an accurate representation of the school's planning, self-assessment and reporting processes.

The director can view and affirm the school’s submission in SPaRO 2 weeks before the meeting date. The Director, Educational Leadership affirmation must be completed before the panel meeting.

Best practice is for the director to have ongoing conversation with the school’s external validation team while evidence sets are being developed.

If a director cannot affirm the external validation submission as ‘an accurate representation of the school's processes in planning, self-assessment and reporting’, the director will contact the principal to resolve any issues.

If the matter cannot be resolved before the panel date, the director will consult with the principal and determine if the panel meeting will be rescheduled.

If the director determines that a change of date is required:

• the director advances the request to their Executive Director, Public Schools
• the Executive Director, Public Schools will consider the merits of changing the date and, if endorsed, will forward the request to the Director, Principals, School Leadership and External Validation
• the Director, Principals, School Leadership and External Validation will arrange a change of date and the school will be advised.

If a change to the external validation date is not endorsed by the Executive Director, Public Schools, the director will advise the school and the meeting will take place as scheduled.

A report will be prepared and finalised by the panel directly after the panel meeting as a record of the meeting and is available to the principal, Director, Educational Leadership, and the Strategic School Improvement team through the SPaRO software.

Meeting participants

Members attending the panel meeting are recorded by the lead panellist on the panel report in SPaRO through the +Add EV team button. Only those present during the panel meeting should be included as school team members on the panel report.

On-balance judgements

The on-balance judgements for each element of the School Excellence Framework (SEF) are recorded in the panel report by the lead panellist. This captures:

• the school’s on-balance judgement before the panel meeting
• the panel’s overall judgement based on the evidence provided, the conversation during the panel meeting and any additional data or evidence provided during the meeting.

Validation panel comments

A statement is generated for each domain of the SEF based on the school’s on-balance judgements and the external validation panel’s determination. The statement identifies the number of elements in each domain where the school’s self-assessment is consistent with the panel’s judgement and is, therefore, validated. Where the school and panel judgements are different, the statement identifies the element and stage of excellence determined by the panel.

School-determined next steps to support self-evaluation

This section of the panel report identifies how the school will refine their self-assessment practices using the SEF to support continuous school improvement. The next steps are discussed and finalised during the panel meeting. Adjustments to this section cannot be made once the panel report is finalised.

School-determined future directions to support school improvement

This section of the panel report identifies opportunities for improvement in reference to specific elements of the SEF. The future directions are discussed during the panel meeting and included in the panel report. Adjustments to this section cannot be made once the panel report is finalised. They can be further refined by the principal, if required, in consultation with the Director, Educational Leadership and network Principal, School Leadership following the panel meeting. Additional elements and opportunities for improvement can be included in this section by adding progress meeting notes in SPaRO. The future directions will inform the development of the school’s Strategic Improvement Plan.

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