annual school report 2017 - warnbro community high...

Annual School Report 2017WARNBRO COMMUNITY HIGH SCHOOL EDUCATION SUPPORT CENTRE

AN INDEPENDENT PUBLIC SCHOOL

| WARNBRO CHS ESC NEWS

School VisionOur students are sure of whom they are and take pride in their qualifications and achievements. They confidently work towards their educational and life goals, and create a future for themselves as hard working contributors to and participants of their community. As staff, we are proud and passionate about our school and its students. We collaborate respectfully and know that we are making a difference. We enjoy the challenge of striving for excellence. We build pathways for our students into their community. Our community acknowledges the worth of our students and actively welcomes them into their workplaces and social lives. The community prospers from our students’ success and, in turn, our students are secure in their experience of belonging and acceptance.

IntroductionWarnbro Community High School Education Support Centre is a highly recognised, Independent Public School for students with intellectual disabilities, or disabilities in the presence of high educational needs, co-located with Warnbro Community High School. We aim to provide the very best education available for students with special educational needs. We offer unique and innovative programs, high quality teaching and strong pastoral care relationships that nurture a sense of connection, belonging, and emotional safety. Our focus is on maximising students’ confidence, self-esteem, resilience and sense of self, while nurturing our students to flourish and become their best self, academically, emotionally and socially.

In building a culture of optimum health and wellbeing we have developed a whole school social and emotional learning framework using a Positive Education Model, HAPEER. The HAPEER model aligns our systems, practices, curriculum, partnerships and supports to bring about improved health and wellbeing outcomes for our students and their families.

Our year 7, 8 and 9 programs have a strong academic and social and emotional learning focus. Students work in small

groups with a teacher and education assistants to specifically improve their literacy, numeracy and social skills. Humanities and science are taught through an innovative hands-on cross-curricular program. Our Protective Behaviours program focuses on developing students’ skills to make safe and sensible decisions for themselves at school, at home and in the community. Additionally, students spend approximately 30% of their class time in integrated mainstream classes working alongside their mainstream peers. Our years 7, 8 and 9 teachers work in partnership with the senior years staff to ensure a seamless flow for students as they progress through middle school to the senior school vocational programs. The My Future My Life Transition Planning process from Years 6-12 ensures that students are tracked and supported to develop clear pathways into life, training and work options post school.

Students in years 10, 11, 12 and 13 participate in the BELIEVE (Building Equitable Links In Enterprise and Vocational Education) program. This program prepares students for entry into further study, entry to the workforce and transition to an independent and prosperous life after school. Through delivery of the BELIEVE program English, Mathematics and Career Education are presented through learning activities that are meaningful and “hands-on”. The practical application of these skills is reinforced through student involvement in workplace learning and industry situations. The Directions program is also available for students in the senior school. The Directions program is a highly individualised program of work experience, vocational training, School Based Traineeships, and school based learning that is focused on student needs, interests, skills and aspirations.

Values • Inclusion and celebration of difference • Excellence • Community • Collaboration • Respect


2013 2014 2015 2016 2017

Lower Secondary 47 40 48 52 55

Upper Secondary 23 29 34 26 30

Total 70 69 82 78 85

2017 Student Numbers Semester 1

2017 Highlights • Continued excellent student achievement in VET

• Excellent student progress in reading across all year groups

• All students enrolled in ASDAN successfully achieved certificates

• Excellent student achievement in Work Place Learning

• 100% of enrolled students achieved a Certificate II in Warehousing Operations

• 100% of enrolled students achieved Certificate I Agrifood OperationsYear 11/12

• 100% of enrolled students achieved Certificate I in Transport & Logistics Year 10

• Maintained a high employment rate for exiting students

• Continued increased number of parents engaging in school events

• Excellent outcomes as a Teacher Development School and continued development of state-wide networks through our TDS events leading to successful TDS status 2018-2019

• Continued implementation of a whole school approach to wellbeing through our Positive Education model HAPEER including whole school approach to trauma informed practice and continued implementation of comprehensive wellbeing curriculum

• Implementation of Wellbeing 10 step Case Formulation approach to support students with complex needs with a focus on classroom practice

• Development and implementation of social and emotional outcomes for students against ABLWA Personal and Social Capabilities Assessement

• Principal selected to be part of the Harvard Fellowship Program 2017 travelling to Harvard University to participate in Professional Learning

• Significant Increase in the Voluntary Contributions

School Self-AssessmentAs part of the school self-assessment process the school collects and analyses annual data which enables the school to track student academic and non-academic progress, make judgments

on school effectiveness and inform school decision making for ongoing improvement.

The school’s Business Plan 2017-2019 outlines the strategic planning and three-year academic

and non-academic targets and strategies for optimum school performance. This report sets

out the school’s progress towards the long-term Business Plan targets in the three key focus

area: Excellence in Teaching, Learning Student; Optimal Health and Wellbeing and Sustainable

Partnerships and Pathways.


Targets/ Progress

Excellence in Teaching and Learning

1.1 The number of students achieving 80% or more of their IEP targets for literacy, numeracy and Personal & Social Capabilities will show an upward trend over 3 years.

2017 Semester 2 Data indicates that 70% of students reached 80% or more of their Personal and Social Capabilities IEP goals. 68% of students reached 80% or more of English Goals and 60% of students reached 80% or more of their Mathematics IEP goals.

The school will continue to provide professional learning for staff in writing smart goals linked to students’ specific needs. Continua such as ABLEWA, the English and Mathematics monitoring tools and the Australian Core Skills Framework will continue to be used as a bases for teachers to monitor student progress and identify IEP goals.

1.2 Reading & Spelling data to show upward trend in student literacy achievement over a 3 year period.

Overall student Reading progress in 2017 was strong as detailed later in the report. Results across both the Middle School and Senior were comparable with 86% of students in Years 7-10 demonstrating progress and 89% of students in Years 11 & 12 demonstrating progress.

Student Spelling data, detailed later in the report, indicated 78.5% of students demonstrated progress in spelling.

The school continued to implement a whole school approach to the explicit teaching of reading and spelling.

Professional Learning was delivered at the whole school level in phonological awareness, phonics and vocabulary. Teachers engaged in:

• Observation and feedback. • Disciplined dialogue around reading and spelling data. • Collaboration in Collaborative Teams around literacy strategies and interventions.

1.3 Mathematics data to show an upward trend in student numeracy achievement over a 3 year period.

In 2017, the Mathematics Team assessed 50 students in Years 7-10 using PAT Maths. The results indicate 72% of students in the Year 7-10 cohort achieved a maths score within the Level 1-3 range. 22% of students demonstrated achievement within the Level 4-5. 6% of students demonstrated achievement with the Level 6-7 range.

• Further information and recommendations are outlined in the report.

1.4 Lesson planning and delivery is differentiated based on assessment data and learning needs, to engage

The overall focus for 2017 was to build staff knowledge in lesson design and differentiation.

• In 2017, the Leadership team accessed professional learning in lesson design and instructional strategies by Gavin Grift.

• Deputy Principals delivered professional learning in Lesson Design to teachers in Term 2 School Development Day.

• Teachers worked collaboratively in Collaborative Learning Teams to develop differentiated programs and engage in action learning.

• Teachers participated in classroom observation at the peer and leader level related to lesson design.

In 2018 data will be collected to identify staff confidence in differentiation based on students learning needs.

Progress against 2017-2019 Business Plan Targets


Targets/ Progress

Optimal Health and Wellbeing

2.1 Whole School Attendance will exceed state school averages.

• In 2017, the school’s overall attendance rate improved from Semester 1 to Semester 2.

• Semester 2 attendance was 88%, the same level as the state average.

• The Semester 2 attendance rate was higher than like schools.

• In Semester 1 the overall attendance rate was 87.6% which is 0.2% less than the state average. In order to improve attendance, the school implemented a range of strategies which are outlined later in the report.

2.2 Student Emotional Self- Management and Interpersonal Development to show an upward trend over the 3year period.

• Comparative data is available for 66 students assessed using the ABLEWA Assessment tool Self-Awareness: Emotion. Individual progress results varied with students making between 0 - 3 years growth in their self-emotion ages over the year. Results across both the Middle School and Senior were comparable with 62% of students in Years 7-9 demonstrating progress and 47% of students in Years 10-12 demonstrating progress.

• In 2017, staff were introduced to the ABLEWA assessment tool in Personal and Social Capabilities.

• Staff assessed students using Personal and Social Capability in the area of Self Awareness: Emotion.

• Staff developed goals based on analysis of the data.

• Students assessed again in term 4.

• The school’s strategies to improve students emotional self-management include: Morning Meetings, Zones of Regulation, PATHS curriculum, Protective Behaviors, Friendship Group, targeted support from OT and Wellbeing Team.

2.3 Increase opportunities for social inclusion for all students.

• The school implemented Professional Learning to build staff awareness of the importance of social inclusion and factors which impact on social inclusion.

• The school’s Occupational Therapist and Speech Pathologist provided student support in classrooms as well as providing staff education in supporting social skills.

• The school’s Occupational Therapist and Speech Pathologist led a friendship group for students after school.

• Morning meeting continued to be a vehicle to increase social inclusion every morning in every class focusing on every students being seen and heard- building student voice.

• Continued Tribes implementation - a whole school initiative to build community and a sense of connection and belonging for all.

• Students also visited the Abilities Expo where they interacted with the community as well as at the School’s Flourishing Festival.

• Lunch time activities were increased in 2017 with a focus on social interaction and friendship building.

2.4 Staff implement strategies reflective of growth mindset into daily practice

• In 2017, Professional Learning in Solution Focused thinking/conflict resolution was delivered to all staff.

• Staff learned the first 2 of 6 skills indicative of a growth mind set.

• Data on staff confidence on their usage will be collected in 2018.

• Staff also accessed continued opportunities across the school for collaboration. Information was provided to staff on the components for effective collaboration and the importance of trust and positive relationships for team work.

• Further professional Learning will be a recommendation for 2018.


Targets/ Progress

Sustainable Partnerships and Pathways

3.1 All of our students transition into employment, further education or community engagement programs within 6 months of leaving school.

The school is well on track to achieve this target. Very high numbers of students are engaged in employment post school. This is outlined in detail further in the report.

3.2 Increase the range of opportunities for students to make positive connections to the community from Years 7 to 13.

Students were provided a range of opportunities to engage with the community through Middle School and Senior School curriculum based excursions as well as through Enterprise education and Vocational Education and Training courses. A greater focus on the Senior School Curriculum supporting students to build connections in the community will be a particular focus for 2018. A Community involvement register was developed and data recorded. Examples of engagement opportunities included:

• Various community based excursions

• Running a “Hunger Banquet”

• Participation in the Shaun Tan Award

• Participation in the HeadSpace Youth Art Exhibition

• Participating in the Bendigo Bank Competition

• Participation in developing survival packs for the homeless

• Participation in running a café at Grace Haven

• Participation in Abilities Expo

• Road Safety Initiative

3.3 Increase the level of engagement of parents in the school community.

In 2017, 270 parents/guardians or family members attended 17 official school events. The school greatly values partnerships and connections with parents and families and believe that this connection helps the school to continually improve. Events included: the parent Network Group, Community Time, IEP meetings, Exit meetings, The Flourishing Festival, The Big Plan, Transition information sessions and the Year 6 Transition Lunch.


EnglishLiteracy learning is at the heart of our curriculum provision, and in 2017, we continued to develop and maintain sustainable planning, policy and procedures to inform teacher practice, build professional expertise and reinforce the school culture where staff are passionate in their belief that every student can achieve a level of literacy competence that is necessary to make a successful transition from school into the community. The focus for 2017 was to improve the consistency of practice amongst teachers through collaboration, agreed curriculum scope and sequences and classroom observation. In addition, we sought to develop a collaborative culture of analysis in which teachers routinely diagnose the impact of their teaching and call upon the expertise that exists within their collaborative groups to plan effective interventions.

Business Plan Targets related to Literacy

1.1 The number of students achieving 80% or more of their IEP targets for literacy will show an upward trend over 3 years.

1.2 Reading and spelling data to show upward trend in student literacy achievement over a 3 year period.

1.3 Lesson planning and delivery is differentiated based on assessment data and learning needs, to engage students in achieving their individual learning goals.

Initiatives for 2017

• Speech & Language and Occupational Therapy Programs were implemented to assist with assessments, professional learning provision and individualised programming support for students. The therapists also implemented a friendship group to develop social skills.

• Speech Pathologist administered the SPAT-R and provided individual learning programs to improve the phonological awareness of individual students.

• Appointment of Curriculum Support Teacher (0.6FTE) to assist with data collection, program implementation, professional learning and shoulder-to-shoulder support. This ensured the school had a consistent approach to the implementation of literacy programs by providing shoulder-to-shoulder support for staff.

• Consolidated the implementation of the Reading Success Methodology in Middle School and extended it to Year 10. Teachers used a range of diagnostic tools and whole school data to form reading groups based on individual student needs. Teachers also had access to a wide range of reading texts that were aligned to individual reading levels and needs as the Reading Success program was expanded to include 3 new reading series for teaching phonics to older students. Supporting lessons for each new text were written using the Reading Success approach.

• Developed a Warnbro CHS ESC Reading Teacher’s Guide, Reviewed the Spelling Teacher’s Guide and Big Six Document. These resources are to assist teachers in their differentiated planning.

• Provision of curriculum support in the form of formal observations and feedback by school leaders, peer observation, feedback and shoulder-to-shoulder support from Curriculum Support Teachers.

• Improved students’ spelling results by continuing to implement Phonological Awareness interventions, providing phonics exercises and activities during reading groups, explicitly teaching spelling rules, the development of a Spelling Guide for teachers, consistent implementation of Spelling Mastery and Spelling Morphographs, increasing high frequency word recognition through a new assessment, drills, and teachers participating in discipline dialogues and analysing class spelling data.

• Increased student comprehension ability through the implementation of STARS, Guided Reading and using key strategies across the whole school.

• The school’s Disciplined Dialogue Protocol was followed when analysing data sets. Teachers completed a ‘Student Level Data Analysis’ sheet following the Disciplined Dialogue process in their Collaborative Meetings.

• The Student Literacy Profile document was developed, providing a complete profile of a student’s Literacy progress (PM Benchmark, Phonological Awareness (SPAT-R), Waddington Spelling, high frequency word knowledge). Class teachers are to review the Student Literacy Profiles developed from the 2016/2017 data at the beginning of the year to plan differentiated learning activities for their class.

• The Student Literacy Profile was updated at the end of 2017 and incorporated a disciplined dialogue to assist teachers in their handover with the 2018 teachers and the writing of 2018 IEP priorities.

• Year 11 & 12 teachers designed integrated planning documents that aligned to the Australian Core Skills Framework.


Of the 70 students tested, 78.5% demonstrated progress in spelling. Individual progress results varied with students making between 1 month and 25 months growth in their spelling ages over the year. Results also varied across the year levels with 86% of students in Years 7-10 indicating progress. Progress for the Year 11 and 12 cohort was lower with 62% of students indicating progress over the year. It is worth noting that by the time students reach upper school their focus is on applying the spelling skills they have acquired and not on direct instruction spelling.

CommentOverall, in the Middle School where the focus is on explicit literacy instruction the growth in spelling is strongest. Results indicate that the students in these years are highly responsive to the literacy interventions provided. Areas that have been identified to be working well within classrooms include ‘Warm-Ups’ focused on improving students’ knowledge of concepts related to reading and Direct Instruction programs such as Reading Success and the use of phonic readers for older students. In spelling, the implementation of Spelling Through Morphographs, Spelling Mastery and Phonemic Awareness programs along with the skilled implementation of warm ups frequently delivered to students, have all contributed to improved spelling results.

Interventions provided by the speech pathologist with small groups and individual students have also been highly beneficial. The support for teachers from both the speech pathologist and curriculum support teachers has also been successful in building the capacity to meet the needs of students.

Recommendations for 2018

• Regular classroom observations by the Leadership Team as outlined in the Classroom Observations 2018 document. Teachers to conduct peer observation and feedback as per the Classroom Observation Process 2018 document, focussing on the teaching and learning of Literacy.

• Teachers to be involved in shoulder-to-shoulder curriculum support on a regular basis with the Curriculum Support Teacher, either individually or in small groups.

• Teachers to complete a ‘Student Level Data Analysis’ sheet following the Disciplined Dialogue process in their Collaborative Meetings, and to demonstrate in their planning documents how they are addressing areas of strength and weakness following analysis of Literacy data.

• A Speech and Language and Occupational Therapy Program to be implemented to assist with assessments, professional learning provision and individualised programming support for students.

• Speech Pathologist to administer the SPAT-R and provide individual learning programs to improve the phonological awareness of individual students. This should include shoulder to shoulder support in classrooms to ensure effective practice is being observed by all staff.

• Appointment of Curriculum Support Teacher (0.6FTE) to assist with data collection, program implementation, professional learning and shoulder-to-shoulder support.

• Literacy team to review and update Literacy supporting documents including Big Six Trajectory, Spelling Teachers Guide, Reading Teachers Guide. These supporting documents to be unpacked during SDD and collaborative meetings to ensure consistency in teacher practice.

• Provide professional learning for staff related to Reading and Spelling Teachers Guides. Provide training in the implementation of the DI spelling programs to ensure program efficacy.

• Purchase additional phonic reader series for students requiring additional practice in phonics.

• Class teachers are to review the Student Literacy Profiles developed from the 2017, data at the beginning of the year to plan sequences differentiated learning activities for their class.

• Develop an English Monitoring Tool that effectively monitors student progress beyond Year 2 proficiency.

Year Level 2017 % of Students Making Progress

Range of Progress in Years

7 84.61 0.11 - 1.5

8 91.6 0.10 - 3.26

9 83.3 0.22 - 0.74

10 84.61 0.10 - 1.01

11 100 0.32 - 3.0

12 77.77 0.10 - 3.0

Year Level 2017 % of Students Making Progress

Range of Progress in Months

7** 85 3 - 14

8 100 3 - 14

9 75 5 - 21

10 76 1 - 13

11 66 1 - 10

12 62 2 - 25

ReadingWhole-School Student Progress Data 2016-2017

In 2017, there were 71 students in Year 7-12 who were assessed using the PM Benchmark or Burt Test.

• 11% of students had a reading age of 5-6 years

• 33% of students had a reading age of 6+-8 years

• 14% of students had a reading age of 8+ - 10 years

• 42% of students had a reading age of 10+-12+ years

SpellingWhole-School Student Progress Data 2016-2017


MathematicsMiddle School

In the Middle School curriculum implementation is informed by both the Western Australia Curriculum and the Australian Core Skills Framework (ACSF). We develop mathematical skills and knowledge across the three content areas-Number and Algebra, Measurement and Geometry, and Statistics and Probability. Students develop fluency with basic facts, number sense and mathematical vocabulary and learn strategies to help them solve a range of mathematical problems.

A year-long Mathematics Overview is available outlining the key focus areas to be developed. Class teachers use the overview document to plan differentiated learning tasks that cater to the individual needs of students. This year we have reviewed the document to include more detail about the curriculum to be covered and the measuring of student progress. Part of the review process was to ensure our students are prepared to meet the demands of ACSF that forms part of the (Language, Literacy & Numeracy) LLN component of the Vocational and Educational Training (VET) courses completed in the Senior School.

Units of Work have been developed to correlate to the year-long Mathematics Overview. The framework provided has been modelled to each staff member. Three staff members have had shoulder-to-shoulder support in the development of Units of Work and all staff have had the opportunity to independently write units of work that match the success criteria in the framework to show clear lesson intentions and differentiated curriculum.

The Maths Monitoring Tool is used to map and describe students’ skills and knowledge across the three content areas - Number and Algebra, Measurement and Geometry, and Statistics and Probability. This assists teachers in identifying students’ areas of strength and need so that teaching can be targeted to areas of need and their progress monitored over time. This information is used in the development of the student’s Individual Education Plan (IEP).

Senior School

Developing students’ Numeracy skills through meaningful and engaging learning experiences is a focus in Senior School. The curriculum implementation embeds numeracy skills into VET courses via the LLN component, Workplace Learning,

Enterprise Education projects and ASDAN endorsed courses (Using Transport, Time Management, Money Progression). Students also continue to develop fluency with basic facts, number sense and vocabulary and learn strategies to help them solve a range of real life mathematical problems.

With WACE no longer offered in the Senior School, our Maths program is informed by the ACSF Numeracy. This framework provides a detailed guide to the development of Numeracy skills across several contexts:

• Personal and community

• Workplace and employment

• Education and training

The ACSF is used to identify and describe students’ performance in any of the core skill areas. A students strengths and needs are identified so that teaching can be targeted to areas of need and their progress monitored over time. This information is clearly articulated in the student’s Individual Transition Plan (ITP).

Business Plan Targets:

1.1 The number of students achieving 80% or more of their IEP targets for numeracy will show an upward trend over 3 years.

1.2 Mathematics data to show an upward trend in student numeracy achievement over a 3 year period.

1.3 Lesson planning is differentiated based on assessment data and learning needs, to engage students in achieving their individual learning goals.

• Implement common pedagogical approach across the school to include a focus on success criteria, and the use of feedback to students on their progress towards achieving their Literacy IEP priorities.

• Provide a differentiated program and 1:1 literacy intervention for students identified through the data analysis process as not making adequate progress over 2-3 testing intervals as well as those students who are performing at levels that are significantly higher than their peers.

• Explore opportunities for students to use assistive technology to improve their functional literacy skills.


Staff Professional Learning

This year, staff members have been provided Maths professional learning on a range of topics. The professional learning has been based on identified areas of need including; The Prime Maths Bar Model and the four step problem solving process; refining Maths Warm-ups to include recite, recall and apply; teaching Mathematics using research-informed strategies (assessment, developmental trajectories, challenging tasks and lesson structure); clearly defined lesson intentions and success criteria that is communicated to the students; using the Maths Monitoring Tool; writing differentiated lessons for Maths; the ACSF – Maths; writing IEP goals; lesson observation feedback.

Recent classroom observations indicate that teachers are using the Lesson Design format when delivering Maths Lessons in the Senior School. In the middle school teachers have provided positive feedback about the design of units of work that are differentiated for students performing over several year levels. One teacher described the Statistics and Probability Unit of Work as the best Maths lessons she had ever delivered. Her students responded very positively to the use of “I can …” statements when describing the success criteria for her lessons.


• Whole school data for PAT Maths and Westwood One Minute Fluency tests was implemented and collected. Numeracy Profiles for each class were compiled and teachers followed the discipline dialogue protocols to assist in writing IEP targets for 2018.

• Curriculum Support Team analysed whole school data to ascertain Middle School students’ levels. This informed whole school planning for Units of Work that model differentiated curriculum, lesson design and a Concrete, Representational and Abstract approach to learning.

• Teachers were provided with Units of Work, which had clearly defined success criteria, learning tasks and assessments, these directly correlated to the Maths Monitoring Tool. Teachers recorded student progression on the Monitoring Tool according to student achievement after each lesson or Unit of Work.

• Teachers used the success criteria in Units of Work to inform the IEP targets of their students.

• During Collaborative Planning Team meetings Professional Learning was provided to all Middle School staff on conducting the Screening for Early Numeracy Assessment. The Curriculum Support Team modelled how to conduct a Screening Early Numeracy Assessment, demonstrating the key skills teachers would be observing, and how to read and interpret the assessment to inform individual students specific needs in Number.

• The leadership team provided regular classroom observation as outlined in the Classroom Observations 2017 document to observe and give feedback on the

delivery of how the lesson intentions were communicated to the students as success criteria in the introduction of the teacher’s lesson, and how the lesson intentions match the content of the lesson to be taught.

• Units of Work were written for Yr 7 -10 classroom teachers across all learning areas in Mathematics.

Teachers were presented with units of work developed by the Curriculum Support Team who provided a one hour professional learning session at common Collaborative Learning Meetings before each Unit of Work. The Curriculum team explicitly demonstrated the key concepts in each unit of work and modelled samples of lessons to show how the key concepts can be taught. During Collaborative Learning Meetings the Curriculum Team also identified and discussed:

− How the units of work are differentiated for each lesson, targeting the majority, but allowing for meaningful differentiation from year levels PP – Yr 4

− Have clear lesson intentions and success criteria for each level of learning that correlated directly to the tasks and assessments set out in each lessons

− How the success criteria embed individual learning intentions into planning documents and inform IEPs

− Showed structured lesson design which match the lesson design adopted by Warnbro CHS ESC

• Class teachers were provided collaborative planning and review meetings on a regular basis with the Curriculum Support Team, where they were provided with Units of Work that correlated to The Whole School Numeracy Plan Yr 7 – 10. This ensured all areas of the curriculum were covered in the one year time period in all Middle School Classrooms.

• During Collaborative Planning Team meetings Professional Learning was provided to all Middle School staff to implement new whole middle school initiatives around problem solving to include:

− The Four Step Problem Solving Process for worded problems

− The Concrete, Representational, Abstract (CRA) approach to teaching and learning Mathematics

− A range of problem solving strategies (Act it Out, Look for a Pattern, Guess and Check, Draw a Picture, Make a List, Draw a Bar Model)

− A deeper understanding of The Bar Model and where it fits in to the CRA approach

• New Whole Middle School initiative such as the The Four Step Problem Solving Approach, the CRA approach, and The Bar Model as a problem solving strategy, were embedded into Numeracy programs and modelled to the staff before they were delivered in classroom lessons.

• Individual teachers were given shoulder to shoulder


support to work with Curriculum Support teacher to write Units of Work to correlate with the Whole School Maths Plan Yr 7 -10. This supported teachers to become independent in the process of writing differentiated curriculum lesson programs with clear learning intentions and success criteria, and tasks that follow a CRA approach.

• Curriculum Support Team provided professional learning on the implementation and analysis of the Schedule of Early Number Assessment 1 and 2 to Middle School Teachers. All students were tested using the SENA 1 & 2 which informed the planning in the Unit of Work on Number.

• A Curriculum Support Teacher (0.4FTE) was appointed to assist with data collection, program implementation, professional learning and shoulder-to-shoulder support.

• Mathematics resource kits were made up and distributed with given Units of Work. Explanations and modelling of the use of the resources was implemented in the one hour professional learning sessions prior to each Unit of Work being delivered.

PAT Maths Data Analysis (Years 7-10)

In 2017, the Mathematics Team assessed 50 students in Years 7-10 using PAT Maths. The results indicate that 72% of students in the Year 7-10 Cohort achieved a maths score within the Level 1-3 range. 22% of students demonstrated achievement within the Level 4-5 range and 6% of students demonstrated achievement with the Level 6-7 range.


• Collect Whole School Data for PAT Maths and Westwood 1 Minute Fluency Test in accordance to the Data Collection Cycle.

• Meet in Collaborative Learning Teams and use the Disciplined Dialogue process to discuss and analyse the PAT Maths and Westwood 1 minute Fluency Test results. Implement recommendations from the Disciplined Dialogue in maths planning documents and to inform IEPs.

• Year 7-10 teachers update the Maths Monitoring Tool that provides a complete profile of a student’s Numeracy progress (in Number, Geometry & Measurement, Chance & Data) following the teaching of each Unit of Work.

• Design a range of formative assessments to be implemented during the teaching of units of work.

• Regular collaborative planning and review meetings with classroom teachers are to be held to ensure a common approach to Numeracy teaching and learning and to provide professional learning.

• Teachers to conduct peer observation and feedback as per the Classroom Observation Process 2018 document, focussing on the teaching and learning of Numeracy.

• Teachers to be involved in shoulder-to-shoulder curriculum support on a regular basis with the Curriculum Support Teachers, either individually or in small groups.

• Appointment of Curriculum Support Teacher (0.4FTE) to assist with data collection, program implementation, professional learning and shoulder-to-shoulder support.

• Curriculum Support Teacher to develop and deliver a Learning Enrichment Group to include students from Years 7 – 10 who test above level 3 according to the PAT Maths data.

• Curriculum Support teacher and Math’s Team to develop a Unit of Work using ten frames to build number sense, help students gain “mental math” fluency, and to better understand how to use the math strategies of “composing and decomposing” numbers. Use the Ten Frame Kits to model their use in lessons provided in the Unit of Work written by Curriculum Support Staff at Collaborative meeting times and provide the kits for teachers to use with the students in their classrooms.

• Develop Fluency Maths Rotations to include games that develop fluency in Number which have clear lesson intentions and an assessment rubric to record student progress. Schedule maths time to include Fluency Maths Rotations on a regular basis.


Senior School Courses and Vocational and Educational Training As part of our BELIEVE (Building Equitable Links in Enterprise and VET Education) program, Warnbro CHS ESC continue to promote a learning culture where our students are enthused and equipped to achieve success through meaningful employment pathways, community contributions and in managing their lives. In 2017 students in years 10, 11, 12 and 13 participated in a range of industry specific pathway learning to reflect individual strengths and interests.

2017 Senior School Student Numbers

Year 10 = 16 studentsYear 11 = 11 students Year 12 = 14 studentsYear 13 = 8 students

TOTAL: 49 students

Courses attended at Warnbro CHS in 2017

Year 10 • Materials • Caring for Children • Physical Education • English (on individual basis) • HASS- History and Social Science (on individual basis)

School Curriculum and Standards Authority: Courses attended at Warnbro CHS

Year 11/12

• Food Science and Technology (participation only, not assessed)


• Continue to offer senior school students the opportunity to participate in classes at Warnbro CHS based on students’ interests, strengths and pathway planning.

• Establish Warnbro CHS ESC courses in Sports & Fitness and Leisure for year 11 and 12 students that include connecting students to the community and people in the community. The aim is to provide students with opportunities to interact with a range of students through activities of interest. Courses to be developed on a 2 year implementation timeline from ASDAN programs providing students with the opportunity to achieve ASDAN Certification and Endorsed Course status. These courses will provide an alternative to participation in option classes in Warnbro CHS that can be problematic due to the timetabling and structure constraints.


Qualification

Certificate I in Business

Year 10

Certificate I in Transport &

Logistics

Year 10

Certificate II in Warehousing

Operations

Year 10/11/12

Certificate II in Retail

Year 11/12

Hospitality Skills Set

Year 11/12

Certificate I Agrifood

Operations

Year 11/12

Certificate II Horticulture

Year 12

Number of Students Enrolled

7 8 9 6 5 9 1

Student Achievements

6

1 student achieved 2

competencies

8 9

5

1 student achieved 5 out of 12 competencies

5 9 1

Vocational Education and Training Certificates

2 Year 12 students were not enrolled in a VET qualification as they were engaged in alternate programs

Recommendations for Vocational Education and Training in 2018

• Continue Cert I (or Skills Set) Hospitality

• Continue Cert I Transport and Logistics through Auspice arrangement.

• Continue Certificate I Retail

• Investigate and secure a Certificate pathway for students who have completed Cert I Agrifood that aligns with our current student employment trends.

• Continue to secure placements at South Metropolitan TAFE and at other providers to meet individual interests and pathway choices of students

School Curriculum and Standards Authority: Endorsed Programs

ASDAN: Award Scheme Development and Accreditation Network

ADWPL: Authority Developed Workplace Learning

ProgramADWPL: Workplace

LearningASDAN: Preparatory

Award Programs - WorkRight

ASDAN: Short Course PSHE

ASDAN: New Horizons

Number of Students Enrolled 36 16 enrolled

23 enrolled

5 withdrawn2 enrolled

Student Achievements 36 14 Achieved2 year implementation

Complete in 20182 achieved

2017 Workplace Learning: Analysis

• Out of 40 Senior School Students (Year 10, 11, 12) 36 were enrolled in ADWPL and were successful in achieving 1 or more programs of ADWPL in 2017.

• The 4 Students who did not complete ADWPL were year 10 students and they participated in Work Experience.

• 17 students accrued over 165 hours of Workplace Learning and achieved 3 or more programs in ADWPL.

• 9 students successfully completed a School Based Traineeship in Warehousing in 2017.

• 8 students from Years 11 – 13 gained part time employment through successful Workplace Learning placements.

• 3 Students signed up on Volunteer Programs – 2 in Horticulture, 1 in Aged Care.

• The Directions team added 18 new employers (Retail) to their data base.

Recommendations for Workplace Learning in 2018

• Review and update the Employer Feedback Form to improve ease of use and to improve the type of feedback gathered from employers regarding student performance in the workplace.

• Directions team to maintain communication with current employers and continue to seek new employers.


2017 Post School Destination dataYear 12

Number of Year 12 students: 14

Post School Destination Number

Total employed 2

Further study 2

Community Programs 1

Continued support through Directions Team 3

Year 13

Number of Year 13 students: 8

Post School Destination Number

Total employed 5

School Based Traineeship 6

Returning for year 13 11

Unknown 2

Post School Transition - Recommendations for 2018

• Access information for staff to become familiar with the NDIS processes and how the school can work together with Local Coordinators to support students and their families.

• Increase support offered to families to assist in making connections to NDIS/DSC.

• Continue our whole school approach to transition.

• Continued relationship building with staff from support agencies.

• Formalisation of the Directions Outreach program. The Directions Outreach program will provide ongoing support to exited students for 6 months after they have left school. The program will support students to continue their pathway planning and make connections with community agencies that will assist young adults.

Behaviour & Wellbeing Data 2017Our school sets high expectations for students’ behaviour and wellbeing and works to create a secure, caring environment for students to thrive. At the core of Warnbro CHS ESC’s whole school behaviour plan is our Positive Education Model, HAPEER which encompasses the six domains that promote student health and wellbeing. They include: Positive Health, Positive Accomplishments, Positive emotions, Positive Engagement, Positive Relationships and Positive Purpose. The school uses a Response to Intervention approach, where universal and targeted strategies/programs are implemented to promote optimal wellbeing and learning outcomes for students.

As part of our whole school approach, student behaviour and engagement is supported through Positive Behaviour Supports (PBS) and behaviour management strategies to enhance self-management, self-regulation and independence. Our explicitly taught behaviour expectations: Be Respectful, Be Responsible and Be Your Best, provide students with a clear outline of expected behaviours.

2017 Initiatives

• The Wellbeing Team (WBT) continued to support students

with complex behaviours through classroom, small group and individual level support. The team’s work is driven by a systematic case formulation approach using observation, data collection and analysis to identify and respond to students’ individual needs. Through their work with both students and staff, the WBT have contributed to the improvement in whole school student behaviour data across many areas.

• In 2017, staff were provided with a series of Trauma Informed Practice workshops delivered by the school psychologist.

• Staff accessed training in solution focused thinking and conflict resolution delivered by the School Psychologist.

• WBT continued to collaborate with class teams through after school class meetings to implement behavior strategies and interventions in the class.

• WBT Student Support Workers provided modeling and shoulder-to-shoulder support for staff in the classroom to implement behavioural programs.

• All staff accessed Professional Learning in Zones of Regulation.


• Team Teach professional Learning was delivered to staff by the school’s WBT Student Support Workers who are Team Teach trainers.

• The school continued to offer targeted wellbeing programs to students including the offsite program CALM (Creativity, Active Learning and Mindfulness) and Coping Strategies which was delivered to key students by one of the school’s WBT Student Support Workers.

Behaviour Data Extracted from SIS (Student Information System)

Over all there was an improvement in 4 out of 5 categories of behaviour across the school in 2017 including:

• Continued reduction of student suspensions in 2017

• A significant decrease in the total number of negative behaviours in Physical assault of staff

• A significant decrease in verbal abuse or harassment of students by students

• A significant decrease in violation of school code

Possible factors contributing to a decrease in negative behaviours:

• Continued implementation of the HAPEER model

− Explicit teaching of behaviour expectations

− Explicit teaching of social and emotional learning

− Ongoing development of programs including the introduction of The Zones of Regulation

• Ongoing professional learning in Trauma Informed Practice, ASD informed strategies and Classroom Management Strategies (CMS)

• Ongoing development and refinement of our Response to Intervention model

• Continued use of clearly documented plans relating to behaviour including: Wellbeing Intervention Summaries,

Behaviour Management Plans, Escalation Profiles, Risk Management Plans

The school saw an increase in one behaviour category:

• An increase in the number of incidents of physical assault or intimidation of students.

• It is important to note that though there was a rise in physical incidents in 2017, the majority of the incidents were at a low or very low level.

Possible contributing factors to increase of physical incidents:

• Increased number of students experiencing difficulties with self-regulation

• Fewer students involved but involved in multiple incidents

• Increased use of SIS to record behaviour incidents


• Continue to build staff capacity to support student behaviour through professional learning in Trauma Informed Practice and Autism Spectrum Disorder.

• Continue to support students’ self-regulation through universal and targeted supports including the continued implementation of Zones of Regulation, continued access to targeted programs for identified students and continued input from the Occupational therapist.

• Continue to build family partnerships and wrap around support for students.

• Further increase links with primary schools during transition to support information sharing and early intervention for behaviour and wellbeing.

• Continue to develop and use clearly documented plans relating to behaviour including: Wellbeing Intervention Summaries, Behaviour Management Plans, Escalation Profiles, Risk Management Plans.

• Expand Wellbeing to include WBT Education Assistants working closely with the WBT through an integrated process to increase support for students in class.


ABLEWAPersonal and social capability assists students as they learn to understand themselves and others, and manage their relationships, lives, work and learning more effectively. In 2017, we introduced the ABLEWA Self-Management – Self Awareness: Emotion assessment tool to support teachers to assess students on the basis of their abilities in order to provide explicit guidance material and resources that will support teachers to effectively plan and teach students based on their individual learning needs. The focus for 2017 was to improve the knowledge amongst teachers through collaboration, agreed curriculum scope and sequences. In addition, we sought to develop a collaborative culture of analysis in which teachers routinely diagnose the impact of their teaching and call upon the expertise that exists within their collaborative groups to plan effective interventions.

Business Plan Targets related to Personal and Social Capability

2.2 Student Emotional Self – Management and Interpersonal Development to show an upward trend over the 3-year period.

2.3 Increase opportunities for social inclusion for all students.

Progress towards Business Plan Targets in 2017Self-Management

In 2017, there were 78 students in Year 7-12 who were assessed using the ABLEWA Assessment tool Self-Awareness: Emotion.

Data

Comparative data was available for 66 students across the school. Of these students, 55% tested in Semester 1 2017 and again in Semester 4 2017 demonstrated progress in self-emotion. Individual progress results varied with some of the strongest gains being made amongst the Year 7, 8 and 9 cohorts with 3 individual students making 3 years progress for one year’s instruction. Individual progress results varied with students making between 0 - 3 years growth in their self-emotion ages over the year. Results across both the Middle School and Senior were comparable with 62% of students in Years 7-9 demonstrating progress and 47% of students in Years 10-12 demonstrating progress.

Comment

Overall, in the middle school where the focus was developing targets to improve self-emotion, based on the data growth in self-emotion is strongest. Results indicate that the students in these years are responsive to the self-emotion interventions provided. Areas that have been identified to be working well within classrooms include ‘explicit teaching through role modelling’ focused on improving students’ knowledge of identifying their emotions and appropriate responses in various scenarios.

Interventions provided by the speech pathologist with small groups and individual students have also been highly beneficial. The support for teachers from the speech pathologist has also been successful in building the capacity to meet the needs of students.


• Teachers completed ABLEWA professional learning.

• Speech Pathologist supported and provided learning programs to teachers to address the self-awareness of students.

• Speech Pathologist and Occupational Therapy Programs assisted with individualised programming support for students. The therapists also implemented a friendship group to develop social skills.

• The school’s Disciplined Dialogue Protocol was followed when analysing data sets. Teachers alongside speech pathologist developed individual education plan goals based on the data.

• At the end of 2017, the 2017 and the 2018 class teachers assessed ‘Self Awareness: Emotion’ of each student, during transition handover. Then in following a discipline dialogue developed 2018 IEP priorities.


• Assess Interpersonal Development - Social Awareness mid-year.

• Continue assessing Emotional Self-Management – Self Awareness: Emotion in term 4.

• Teachers to be involved in shoulder-to-shoulder curriculum support on a regular basis with the Curriculum Support Teachers, speech pathologist and occupational therapist either individually or in small groups.

• Teachers to demonstrate in their planning documents how they are addressing areas of strength and weakness following analysis of Personal and Social Capability data.

• At the end of the year the data from the Readiness Report is used by teachers to share during transition with new class teacher. Data to be used to inform the writing of new IEP priorities for 2019.

• A Speech and Language and Occupational Therapy Program will be implemented to assist with assessments, professional learning provision and individualised programming support for students.

• Speech Pathologist to provide shoulder to shoulder support in classrooms to ensure effective practice is being observed by all staff.

• Develop a Social Program that links to the Emotional Self-Management – Self Awareness goals.


Attendance 2017Data Analysis

An overall attendance rate of 88% in Semester 2

• The number of students attending above 90% of the time increased from 63.5% in 2016 to 65% in 2017. However, the overall attendance rate has decreased from the attendance rate in 2016 (90%).

• Overall, there was a slight increase in the number of students in the Moderate attendance category, a decrease in the number of students in the Indicated attendance category and the percentage of students in the severe category remained the same, from 2016 to 2017.

• The increase in the number of student with absences in the Moderate attendance category can be attributed to an increase in the number of students with inconsistent attendance. This is due to students attending holidays during term time and student illness/injury.

• The most significant decline in attendance occurred in year 9 and 10.

• Warnbro CHS ESC had the same level of attendance than the state average (88%).

• Warnbro CHS ESC attendance rate was higher than like schools.


In response to Warnbro CHS ESC’s decrease in attendance rate, the school worked to strengthen attendance through a whole school approach. Staff accessed Professional Learning in engagement and attendance including the impact of: Family, positive relationships, feeling safe and connected, connection to friends, relevance of curriculum and feelings of success in school. Information about attendance was also shared with

parents. These factors will continue to be a school focus as part of the school’s Attendance Plan in 2018.

In 2017, the role of the school’s Youth Worker was extended to include monitoring attendance. The whole school community is committed to the target of 80% of students attending above 90% of the time. This is to be achieved by the implementation of the following actions in 2018:

• Attendance data to be integrated into Wellbeing team meetings and Leadership meetings so strategies can be canvassed from a variety of sources.

• Continue Friendship Group.

• Continue and expand lunch and recess activities.

• Youth worker oversees whole school attendance plan and provides the Leadership team and classroom staff with up to date and timely data using the attendance tracking framework.

• Youth worker to make contact with all students with attendance below 89%, and their families, and implement an individualised attendance plan specific to them based on child, parent and staff feedback.

• Regular communication with parents to reinforce the importance of attendance. As well as providing strategies to support attendance to families.

• The continued use of alternative education programs for students including: offsite programs, 1:1 programs at school, changes to options classes, and work placements.

• Weekly, fortnightly and term attendance rewards for students that attend school on a regular basis, or have been able to increase their attendance rate.

• School staff will offer transport support for students who are having difficulty attending school due to transport.


Financial Summary Warnbro CHS ESC Financial Summary as at 31/12/2018

Revenue - Cash & Salary Allocation Budget Actual

1 Voluntary Contributions $ 2,257.00 $ 2,257.00

2 Charges and Fees $ 4313.00 $ 4,533.00

3 Fees from Facilities Hire $ - $ -

4 Fundraising/Donations/Sponsorships $ 400.00 $ 160.00

5 Commonwealth Govt Revenues $ - $ -

6 Other State Govt/Local Govt Revenues $ - $ -

7 Revenue from Co, Regional Office and Other Schools $ 250.00 $ 250.00

8 Other Revenues $ 21,470.60 $ 24,125.28

9 Transfer from Reserve or DGR $ 31,090.00 $ 31,090.00

10 Residential Accomodation $ - $ -

11 Farm Revenue (Ag and Farm Schools only) $ - $ -

12 Camp School Fees (Camp Schools only) $ - $ -

Total Locally Raised Funds $59,780.60 $62,415.28

Opening Balance $188,840.34 $188,840.34

Student Centred Funding $625,824.00 $625,823.88

Total Cash Funds Available $ $874,44.94 $877,079.50

Total Salary Allocation $6,323,512.00 $6,323,512.00

Total Funds Available $7,197,956.94 $7,200,591.50

Current Year Actual Cash Sources Contingencies Revenue - Budget vs Actual

Other 3%

Transfer from Reserves 5%

Locally Raised Funds 1%

Student Centred Funding 91%

Revenue Source

Voluntary Contributions

Charges and Fees

Fees from Faciliti

es Hire

Fundraising/Donations/Sponsorships

Commonwealth Govt Revenues

Other State Govt / Local Govt Revenues

Other Revenues

Transfer from Reserve or D

GR

Residential Accomodation

Farm Revenue (Ag and Farm

Schools only)

Camp School Fees (Camp Schools only)0

25

5

30

10

15

20

BudgetActual

$000

35


Excpenditure - Cash & Salary Budget Actual

1 Administration $61,138.60 $48,126.44

2 Lease Payments $9,000.00 $8,199.85

3 Utilities, Facilities and Maintenance $106,228.00 $87,967.09

4 Buildings, Property and Equipment $174,450.00 $142,182.44

5 Curriculum and Student Services $394,629.00 $302,164.01

6 Professional Development $58,364.00 $43,943.55

7 Transfer to Reserve $2,635.00 $2,635.00

8 Other Revenues $- $136.61

9 Payment to Co, Regional Office and Other Schools $68,00.00 $56,059.08

10 Residential Operations $- $-

11 Residential Boarding Fees to CO (Ag Colleges only) $- $-

12 Farm Operations (Ag and Farm Schools only) $- $-

13 Farm Revenue to CO (Ag and Farm Schools only) $- $-

14 Camp School Fees to CO (Camp Schools only) $- $-

Total Goods and Services Expenditure $874,44.60 $691,414.07

Total Forecast Salary Expenditure $4,2,10,442.00 $2,330,767.00

Total Expenditure $5,084,886.60 $3,022,181.07

Cash Budget Variance $0.34

Contingencies Expenditure - Budget vs Actual

Revenue Source

Administration

Lease Payments

Utilities, Faciliti

es and Maintenance

Buildings, Property and Equipment

Curriculum and Student Services

Professional Development

Other Expenditure

Transfer to Reserve

Residential Operations

Farm Revenue to CO (Ag and Farm

Schools only)

Residential Boarding Fees to CO (Ag Colleges only)

Camp School Fees to CO (Camp Schools only)

Farm Operations (Ag and Farm

Schools only)0

250

400

50

300

100

150

200

350

BudgetActual

Cash Position as at:

Bank Balance $519,648.84

Made up of:

1 General Fund Balance $185,665.43

2 Deductible Gift Funds $-

3 Trust Funds $-

4 Asset Replacement Reserves $334,350.23

5 Suspense Accounts $1,005.18

6 Cash Advances $300.00

7 Tax Position $1,072.00

Total $519,648.84

BudgetActual

General Fund Balance

Deductible Gift F

unds

Trust Funds

Asset Replacement Reserves

Suspense Accounts

Cash Advances

Tax Position

10

260

60

310

110

160

210

360

$000

Cash Position

WARNBRO COMMUNITY HIGH SCHOOL EDUCATION SUPPORT CENTRE

IS PROUD TO BE AN INDEPENDENT PUBLIC SCHOOL

annual school report 2017 - warnbro community high...

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