Stage 3 - analyse internal school data, research and literature
2018-2020 School Plan
The Implementation of individualised goals has been a simple but important process for us. They have enabled our students to have made gains in growth, with a 7% improvement in the percentage of students achieving individual goals across literacy and numeracy internal data collections from 65% to 72%. This will continue to be a strategy.
The continued implementation of our student wellbeing program, Positive Behaviour for Learning (PBL), has seen a more consistent approach to student wellbeing practices. This new journey has seen an increase in negative incidences recorded as staff have begun recording incidences where previously there was no formal recording.
PBL is a wellbeing framework that worked well enough for us in the 2018-2020 School Plan however with low student numbers we seek to take a more tailored approach to wellbeing processes and practices in our school. We need to individualise to suit our school context therefore moving forward we will be guided by the results of the Wellbeing Framework self-assessment tool as to the direction we take. This will be done at the start of 2021.
Continued improvements and upgrades to our school environment and continued commitment to strengthening partnerships with our community have been raised as important focus points in the future by staff, students and community. The implementation of quality communication structures needs to be a greater focus moving forward based on community feedback.
Other assessment data
Staff are developing consistency of teacher judgment however PL will need to be considered to further build capabilities. PL in using data to inform and drive explicit teaching and learning will be a focus in order to support student growth and attainment. Internal assessment data does not reflect external data. Our internal reading and comprehension and maths SENA assessments through PLAN2 are showing students are being judged as working at a higher level than they are showing in external assessments such as NAPLAN and PAT. Ongoing assessment as an integral component of differentiated explicit teaching needs to occur.
TTFM indicates 88% of students feeling positive about expectations for success. Students are beginning to understand and discuss what and why they are learning certain things and to see the relevance in their learning. Students have shown overwhelming engagement in the SRC as a means for student voice to be heard, valued and acknowledged.
Research and literature
- Improving consistency in teacher judgments- ACER
- Wellbeing Framework and self-assessment tool
- ‘What Works Best’ (WWB) - CESE
- Based on the results of the WWB toolkit for teachers there will be a focus on ‘Assessment’ ‘Explicit teaching’ and ‘Use of data to inform teaching’.