1. Learning informed by data

Internal data collection and analysis to support learning. This could be conducted through better use of PLSPs and ITPs to inform learning. A wider range of internal data sources than is presently available needs to be introduced and arranged to allow easier accessibility by staff. This would require further professional development for staff on both formative and summative assessment. Need to ensure a greater percentage of students are advancing by more than one level as measured by SWANs. There is a significant group of students staying on the same level or moving backwards. Staff understanding of the process and explicit teaching if literacy and numeracy will support this. A greater level of differentiated and individualised student learning is required. Ensure that the ASDAN skill banks are impacting on lesson delivery

2. Wellbeing and behaviour

PBL should be reviewed and extended. Community engagement and improved communication with parents. Improve parent understanding of all school programs particularly the use of the PLSP and ITP. Further research and implement the ‘Zones of Regulation’ program as developed by Leah Kuypers. Individual attendance plans need to be reintroduced for at risk students. Further focus on attendance and high expectations is required along with harnessing parental support. Support for positive behavioural incidence requires re-enforcement.

3. Community, transitions and exit

A low number of students reach Year 12 and maintain their attendance throughout to complete Year 12. The low number of students participating in Voc Ed and work experience will need to be further enhanced, made relevant and promoted. This could be aided by TEACCH platform and the continuation and extension of STEM and Project Based Learning in classrooms. ITPs are completed but require actions in classrooms. From previous school plan evaluations, we need to continue with STEM implementation.

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