Transitions program

  • Three students completed work experience (possible 15 students)
  • Four students gained Voc Ed qualification (18 students began courses)
  • Two students completed Year 12 (six began Year 12)
  • TEACCH Data: Being under-utilised by staff

ASDAN data

Currently underutilised within the school. Skill Banks for Communication, Literacy and Numeracy have been developed. Seven modules have been delivered and have resulted in improvement in student independence, self-direction and self-regulation supporting future transitions towards post-school options. This needs to be further utilised.

SWANS – communication

  • 11% moved upwards by 3 levels
  • 23% moved upwards by 2 levels
  • 35% moved upwards by 1 level
  • 7% stayed on the one level

SWANs – Literacy

  • 14% moved upwards by 3 levels
  • 18% moved upwards by 2 levels
  • 35% moved upwards by 1 level
  • 8% stayed on the same level

SWANs – Numeracy

  • 9% moved upwards by 3 levels
  • 12% moved upwards by 2 levels
  • 21% moved upwards by 1 level
  • 24% did not complete

Summary – large number of students either not progressing or progressing by one level only.

SWANs data - students are not being tracked consistently using SWANs and staff have difficulty in its use..

Goal Attainment Summary (GAS)

  • 50% of students stayed on the same level across senior focus area goals.


PBL and wellbeing data

Tracked on Sentral. This has been well utilised by staff and indicates wide use of the tool. Reduction in negative incidents and an increase in positive incidents. Decrease in short suspensions.

Research and literature

Referred to:

  • SWANs, GAS
  • Quality Teaching Rounds – University of Newcastle
  • Striving for Excellence reports
  • Leah Kuypers 'Zones of Regulation' emotion regulation program - a curriculum designed to help students identify their feelings and emotional reactions and learn sensory and perspective taking strategies that encourage better self-regulation. A simple colour coded, four zones format encourages learning.

Current school plan

  • 100% of students have ILSP and ITP – next step to ensure staff using them to inform learning
  • PBL review completed. Further training required in explicit teaching of PBL principles and wellbeing programs
  • Improved communications with parents/caregivers has resulted in improved participation in school programs. Approximately 75% of caregivers attended annual review meetings in Semester 1 and 60% (20% in 2019) of caregivers attended in Term 4
  • School structures, teaching, learning and wellbeing programs have been evaluated through tracking student results, attendance rates, gathering input from caregivers, teachers and SLSOs.
  • Planning is under way to implement STEM across the curriculum in 2021.
  • Investigations into the allocation and resourcing of specialist classrooms to support ICT and Project Based Learning Programs in 2019 is under way.
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