Miller Technology High School - text explanation of sample 1
This is a page from the Evidence Set submitted by Miller High School. It shows 13 pieces of evidence linked to three different boxes that include annotations. The page heading is High Expectations 2.3.
School staff have written an annotation for 6 pieces of evidence which is included here:
Annotation 2.3.1: Differentiated literacy classes
Students are placed in differentiated Literacy classes based on formative assessment such as student work samples. Each Literacy class teacher is provided with a differentiated Scope and Sequence. A Support Faculty teacher's literacy class is shown in the photograph using the literacy Scope and Sequence to differentiate class tasks and instruction. The effectiveness of this process is evident in a student's PLASP which indicates a significant growth in literacy scores.
This annotation is linked with arrows to six pieces of evidence which include two tables showing "literacy focus" areas for weeks one through to ten, one table is for Amanda, the other is for Brett/Jody; a table titled 'Literacy Groups 2019' which splits students into four separate groups; a student work sample with teacher feedback; a photograph of a classroom, taken from the back of the room, students are sitting at tables in groups and a teacher is at the front pointing to a large electronic display screen; a computer screen shot which has a header 'student details' underneath is student literacy information related to an unidentified student that includes information about disability confirmation, YARC assessment, South Australian spelling results and literacy goals.
School staff have written an annotation for four pieces of evidence which is included here:
Annotation 2.3.2: Learning and Support staff
Experienced Learning and Support staff provide individualised instruction and implement literacy programs such as MacqLit, based on individual student PLASPs. LaST differentiate programs and resources across all KLAs to support all students.
This annotation is linked with arrows to 4 pieces of evidence which include a marking rubric titled 'Fairy Tale Rubric'; a worksheet titled 'Beginning, Middle, and Ending Chart'; an example of a student Personalised Learning and Support Plan (PLASP); and a photograph of a Learning and Support staff member working one on one with a student.
School staff have written an annotation for three pieces of evidence which is included here:
Annotation 2.3.3: Additional support and special provisions
Extensive adjustments through special provisions are provided to address the individual nature and acute impact of student disability and associated barriers to individual student learning and participation. The number of students requiring additional support is reflected in the NCCD. NAPLAN data indicates the school's growth in the areas of writing and spelling.
This annotation is linked with arrows to three pieces of evidence which include an excel spreadsheet titled 'Disability_Data_Collection_Summary'; a screen shot of NAPLAN data graphs; and a letter outlining student provisions which have been approved for Higher School Certificate Examinations.