Stage 3 - analyse internal school data, research and literature

Analysis of 2018-2020 School Plan improvement measures

The key priorities under the current school plan included building a culture of high expectations, growth mindset and aspirations. There has not been an increase in students attaining top two bands in NAPLAN as planned. Improved staff understanding of how NAPLAN is marked and how to really analyse Scout data may be a consideration. Engagement data, including behaviour referrals, remain steady though below where they need to be. Improved staff, student and community relationships may improve this (retention of staff is major factor).

Differentiation within the classroom remains an area for significant development. Feedback and data is telling us that our work with low ability students and students that require extra support is not meeting the students' needs. We are not extending or challenging our higher ability students. A focus on formative assessment will be a priority. A more formal and rigorous induction program will be introduced to support newly appointed executive and staff.

Programs

Program review and audit has shown teachers have limited, if any, differentiation in their formal programs and are not registering any differentiation. Some staff are incorporating learning adjustments and accommodations well. Senior programs and monitoring folders need further work. Staff need support and guidance around requirements and expectations. Senior executive and formal support from school services is required. NESA assessment requirements were not incorporated in 2019 assessments in one faculty, again highlighting the need for support for newly appointed executive and first year out teachers.

Forums/survey

Feedback from teachers acknowledge their lack of confidence in HSC programming and assessment, and their ability to authentically differentiate. They acknowledge that very little differentiation is taking place as they are focused on ensuring content is covered. It is about the teaching rather than the learning.

Staff feel supported by the executive when dealing with student behaviour but feedback from parents and students indicate there is a need for better communication and a clearer system. All stakeholders are supportive of the breakfast program. Students do not appear to value education which is evidenced by their attendance and also their responses in the TTFM (Tell Them From Me) survey.

Although all staff have completed the Connecting to Country course run by the local AECG, staff, parents and the AECG believe we are not doing enough as a school to sustain a culturally competent curriculum delivery.

Other assessment data

Internal assessment data does not reflect external data. Our internal data across all year groups and levels are seeing student work being judged at a higher level than they are showing in external assessments such as PAT, NAPLAN and HSC. Further to this, consistency in analysing assessment data using our school developed marking criteria was not evident. This is a significant issue with HSC achievement as students are being assessed at a higher level than they should be. Consistency across the stages and faculties is needed.

Student voice

Evidence through TTFM sees students reporting having a negative experience at school and not feeling engaged (65%). For Aboriginal students the percentage sits a lot higher with 78% not feeling a connection between their culture and learning. Most report not knowing what and why they are learning certain things and don’t see the relevance. One student said he believed ‘no-one here knows me or cares about me’ another said ‘no matter what I learn or do I am not going to get a job anyway’. Students and the community want to see more opportunities for extra-curricular activities, such as sport, included more formally.

Research conducted

  • 8 Ways of Learning – www.8ways.online
  • Knowledge Frameworks of Aboriginal and Torres Strait Islander students – www.qcaa.qld.edu.au
  • ‘Turning Policy Into Action’ document
  • Formative vs Summative Assessment – Eberly Centre
  • Formative Assessment – www.education.vic.gov.au
  • 8 ways of learning could and should be implemented within the school. PL each year to inform new staff and enhance student sense of belonging.
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