sa school for vision impaired annual report 2015sasvi.sa.edu.au/docs/annual_report.pdf · approved...
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SA SCHOOL FOR VISION IMPAIRED
Annual Report
2015
SASVI School
Charles Campbell College, Secondary Vision Impairment Program
Seaview High School, Secondary Vision Impairment Program
Statewide Advisory Support Teacher Service
Alternative Print Production
Statewide Resource Centre
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1. CONTEXT
School Name: SA School for Vision Impaired School Number: 1014
Principal: Sheila Klinger Partnership Marion Inland
33 students (27.6 FTE) attended the specialist school at Park Holme in 2015. Several students
are dual enrolments with mainstream schools, attending SASVI one or two days a week for
specialist instruction in the expanded core curriculum for students with vision impairment (ECC),
or their local school for one day for further development of social skills in an inclusive setting.
The majority of students travel to and from SASVI by taxi, from across the metro areas of
Adelaide and the Hills. 6 students are enrolled in the Secondary Vision Impairment Program at
Charles Campbell College and 8 at Seaview High School. The Statewide Support Service has
supported over 200 students (pre-school to Year 12) with vision impairment (VI), in DECD,
Catholic and Independent schools, in both metropolitan and country areas. All students
attending SASVI and the two high school VI programs meet criteria for the „High Level of
Support, VI‟. At SASVI, students access the Australian Curriculum at age appropriate levels,
participate in NAPLAN and undertake PAT R & M standardized assessments in reading and
mathematics, in line with DECD requirements. In addition, students study the expanded core
curriculum for students with vision impairment which is explicitly taught at SASVI, Seaview HS
and Charles Campbell College VI Programs (Braille {as necessary}, Assistive Technology,
Orientation & Mobility, Independent Living Skills and Social Skills).
There is an expectation that SASVI staff, across all sectors of the Service, have a
qualification in literary UEB Braille and that permanent teachers have a post graduate degree in
vision impairment
2. REPORT FROM GOVERNING COUNCIL
2015 Governing Councillors:
Peter Abbracciavento, Chairperson; Tanya Hocking, Deputy Chairperson;
Emma Cook, Secretary; Amy Roe, Treasurer; Christina Abbracciavento; Wendy/Simon
Hosking; Sarah McInness (fund raising)
Skye Jones, Staff Representative; Sheila Klinger, Principal; Sharon Rattray, Deputy Principal
This is the second year of office for Peter/Christina Abbracciavento, Tanya Hocking,
Wendy/Simon Hosking and Sarah McInness. Governing Council nomination slips will be
distributed to families at the beginning of 2016.
The 2015 committee has provided SASVI with excellent governance and support. The group has
been extremely pro-active, highly motivated and professional. The committee is enthusiastic and
committed. We hold twice termly meetings throughout the year, but members of the committee
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also participate in volunteer work, attend school information sessions, support new parents
during coffee mornings and transition visits. Members of the committee supported staff at
Sports Day and were on the planning committee to organize and help at SASVI and Kilparrin‟s
recent Fun Day, a joint event, planned to commemorate the 10th anniversary of the new school
sites. In 2014 members of the committee attended professional learning sessions with SASVI
staff to initiate the new wellbeing framework, Kids Matter. Wendy Hosking and Christina
Abbracciavento are now on the Kids Matter planning group and will move on, with school staff, to
Component 2 of the framework in 2016. The councilors distributed wellbeing surveys to families
during 2014 and 2015 Restless Dance performances. The data has been analyzed to help inform
2016 Site Improvement priorities.
The major decisions and achievements for this year include:
Approval of the 2015 budget
Information sharing and input into 2014 Annual Report
Input to the Site Improvement Plan
A submission was sent on behalf of staff and Governing Council to the Select Committee
on Access to the South Australian Education System for Students with Disabilities
Families were also invited to submit their feedback
Obtaining 3 quotes for a new school bus with – wheelchair access, air conditioning and 3
point seat belt
Approved the purchase of a vandal proof basketball ring for $4,257
Approved the purchase of a special bell tennis ball for each student - $10 each
The upgrade of Sail Shades
Approved the purchase of 60X microscopes. Some students work in partnership with
Australian Science and Maths School on this project
Planning for Vision Challenge Run Community Day (Blind Sport) as an alternative to the
City to Bay fun run
Approved the subsidy of camp costs for each family. Costs were $150 per child
(including the hire of a coach). Governing Council subsidised $100 per student bringing
total cost to family down to $50
Parent in Education Week representatives
Same Day School Start – impact on families (Ministry Advisory Council for Students
with Disability)
Approved the purchase of polo shirts for students, with names of all students on the
back, to celebrate SASVI‟s 10th Year Anniversary
Discussed the new IT Policy that is being developed. The policy will be sent home to all
families in 2016 to discuss with their children and to sign an agreement to follow the
correct protocols
Approval for Stage 1 and 2 of the playground plan
Approval for Year 7 fleece jackets printed with student names again this year
Second year of the Creative Education partnership – Restless Dance through the Artists
in Residence initiative (4 professional artists to work with students over two terms).
The committee agreed to SASVI‟s contribution of $4,500
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Approval of 2016 „Materials & Services‟ charges
Approval of SASVI‟s new mobile phone/electronic games policy
Approval to over-staff by 0.8 of a teacher at both Seaview HS and Charles Campbell
College, for 2015, as part of SASVI‟s succession planning initiative to increase the
number of secondary trained teachers with VI skills
Members of Governing Council participated in the Planning Committee to plan the 10th
Anniversary of SASVI and Kilparrin celebration
Fundraising
3. 2015 HIGHLIGHTS
SASVI’s Mission:
To demonstrate leadership and best practice in the delivery of education programs for students
with vision impairment.
Our Vision is of:
A service where highly trained staff, parents and relevant agencies collaborate to provide
students with access to the Australian Curriculum and expanded core curriculum for students
with vision impairment, which enables them to achieve to their full potential.
Key areas for improvement in 2015 have been to further develop knowledge of Digital
Technologies, Arts, Economics & Business and Civics and Citizenship.
Mathematics and English continue to be focus areas for 2015. Numeracy and Literacy Results
Plus priorities and staff training is being planned and developed as Marion Inland Partnership
incentive and will continue to evolve in 2016. The whole school Literacy plan continues to be a
living document as class teachers continue to meet in Terms 1 and 4 to discuss common goals,
assessment data and interventions. The whole school literacy agreement is discussed with new
teachers as part of their induction. Following last year‟s mathematics professional learning
opportunities for staff through the Primary Maths Association, which included PD for the
principal and deputy on „Leading Improvement and Innovation in Mathematics and Numeracy‟,
staff has been collaborating on common mathematical language, the teaching of different
computational strategies and use of various approaches to problem solve. In 2016 this will lead
to a whole school numeracy agreement.
Performance Development plans were updated to better align with the Australian Professional
Standards for Teachers and South Australia‟s Teaching for Effective Learning pedagogical
framework. This is an important priority because research shows that teaching practices impact
on student engagement and learning. Leadership attended, „Leaders Promoting & Developing High
Quality Teachers‟ days which provided opportunity for us to consider DECD and AITSL
resources. One of SASVI‟s Pupil Free Days focused on further development of teachers‟ plans
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and professional conversation processes using the AITSL resources and videos. All teachers
completed the AITSL online self-review at the beginning of the day. Leadership also attended
„Performance Counts‟ professional learning days on leading performance conversations.
Many staff are members of South Pacific Educators of Vision Impaired, the main Australasian
body for the teaching of VI children/young adults. This organization has worked closely with
AITSL to have extra elaborations added to the Professional Standards for Teachers that
reflects the specific responsibilities and expectations of specialist teachers (vision). These
elaborations are also important considerations when teachers develop their performance
development plans.
SASVI was invited to participate in the Australia wide AITSL Schools‟ Performance
Development Project. The aim was to use the findings of the project to support schools and
teachers to hold effective professional conversations. Teaching staff from each of the sectors
in the service were required to complete online questionnaires (quantitative data) and volunteer
to be part of different professional conversations such as individual one-on-one conversations,
within school teams and external networks. Staff were then required to complete audit and
reflection tools (qualitative data) for analysis. At the end of the second term the data was
collated and submitted. As a service we are hoping that the results will inform leadership on how
effective the professional conversations are at SASVI and ensure the development of best
practice in the future.
This year the Service wide Professional Learning Community has met twice a term, on the
afternoons of Week 3 and 7 for teachers from all sectors of the service to collaborate on new
programs that help to further develop student skills in specific areas of the expanded core
curriculum. Teams of teachers have received professional learning to develop their skills with
Braillenote (a computerized brailler) and on how the accessibility functions of iPad can improve
access to curriculum.
In 2015 the Professional Learning Community for SSOs has continued to provide further
opportunities for collaboration and further skills development of various vision conditions,
classroom support strategies, vision assessments, assistive technology and independent living
skills (specifically kitchen skills).
The National Partnership, „More Funding for Students with Disabilities‟, which has been managed
by SASVI, ended last year. SASVI continues to resource the staffing of an assistive technology
teacher (0.6) to work in partnership with SERU to assess students‟ assistive technology needs,
from across SA, mainly at SASVI‟s Training Lab, to manage and assign equipment. This
Commonwealth grant has made a significant difference to students with severe vision
impairment attending DECD sites across South Australia.
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SHORT COURSES
Teachers, SSOs, students and parents learning together
Short courses are run at SASVI that focus on instruction, training and pedagogies of different
areas of the expanded core curriculum as well as adaptations to the regular school curriculum.
These courses showcase the knowledge and expertise of the SASVI School and Statewide
Support Service staff and provide structured support for students to work on specific skills in
areas of the expanded core curriculum.
As well as sharing resources and information, Short Courses aim to promote engagement, to
inspire and motivate students, to build their positive self-image and to develop social skills and
independence. For the families and staff our aim is to model best practice, to emphasise the
importance of the Expanded Core Curriculum and to find positive ways to include theses skills
within the home and the mainstream school environment.
Term 1 – Cooperative PE Games, Independent Living Skills and Tactile Art (Years 3-5)
Skills taught and practised during ILS session included: planning and organisation of work space,
food preparation, pouring drinks using a liquid level indicator, cutting / grating/ spreading /
measuring techniques, operating a microwave and the oven, using a timer and talking scales,
washing up, drying and cleaning up.
The Physical Education / Cooperative games sessions aimed at building gross motor skills and
promoting inclusion and social interactions. During the Tactile Art session the students engaged
in wonderful social interactions as they made a Modroc hand, practised painting on uneven
surfaces and worked with beads to make decorations or jewellery.
The Short Course also included a session for parents and staff with Karen Wolffe who is an
author of many books and publications on career education, social skills development, transition
issues, and employment opportunities for people with disabilities.
4 students from metropolitan schools, 4 students from country schools, 7 family members and
12 staff attended.
Term 2 – 2 day iPad, audio devices and Orientation and Mobility (Years R-2)
Skills covered were iPad accessibility, using the iPad camera, Maths, Music and Literacy Apps,
the audio features of an iPad and using the Blaze EZ device for audio books and OCR capability.
The Orientation and Mobility skills covered were introduction to compass direction, local
environs, block travel and a treasure hunt using direction clues and a compass App on the iPad.
Parents and staff learnt about suitable Apps on the iPad, iTunes and audio devices and had a
session in the SASVI Library.
9 students from metropolitan schools, 4 students from country schools, 18 family members and
20 staff attended.
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Term 3 – 2 day iPad, audio devices and Orientation and Mobility (Years 3-5)
Skills covered in the morning sessions included iPad accessibility, OCR Apps, talking calculators,
Apps to connect the iPad to an interactive whiteboard, using the Blaze EZ and Victor Reader
Stream audio devices and Lego Robotics. Parent and staff sessions were on specific Apps, audio
devices and iTunes, tips on transitioning from primary to high school and a session on how
mainstream schools can access SASVI resources. Students and adults travelled developed their
public transport skills by experiencing bus and train travel with SASVI‟s Orientation & Mobility
teachers. This is an important life skill that vision impaired students need to learn for their own
independence - some of the country students had never caught a bus or train before.
4 students from metropolitan schools, 3 students from country schools and 5 students from
SASVI School attended.
We are grateful to all the SASVI staff involved in presenting and supporting the Short Course
programs this year, Tristan Fergusson from CanDo4Kids, Adrian Riessen and Brenda Harris from
Guide Dogs SA and the Advisory Teachers who supported their students and worked with the
staff and parents.
The enthusiasm of the students, staff and parents involved was certainly appreciated and
contributed to the great success and enjoyment of all the Short Courses.
The principal and deputy attended a two day Critical Agendas Conference on Wellbeing. The
information gained has been shared with staff and discussed at length to provide SASVI with
further guidance and structure to support positive wellbeing of students. Facts learnt at the
conference are worrying:
50% of young adults are experiencing depression and anxiety before the age of
15
7 people die by suicide every day in Australia
Research showed that 1:10 under 25 year olds had thought of suicide
52 twelve year olds committed suicide in 2013
Staff and families now have an increased awareness of the warning signs that could indicate
anxiety or depression and are familiar with internet support resources.
Kids Matter
This year developing ties in the community has been a strong focus for SASVI as part of the
Kids Matter framework. As part of our theme “Building Bridges” in the community, our students
enjoyed being a part of the Harmony Day assembly at Ascot Park Primary. This year, on
Wednesday afternoons, the Year 3/4 class joins a Year 2/3 class from Ascot Park to work
together for their design and technology. lessons. The class was also invited to join the Year
2/3 class for lunch and then participate in a few events at their sports day. The students have
thoroughly enjoyed this interaction with the students from Ascot Park and friendships have
developed between students. During the year a group of Year 7s from Ascot Park joined our
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Year 5-7s for PE on Thursdays. Next year we would like to continue to develop the networking
between the two sites.
School Excursions and Events
There have been a number of wonderful excursions and events which have connected the
learning in the classroom to experiences beyond the classroom for the students in 2015. This is
particularly important for students with severe vision impairment. These experiences serve to
reduce the conceptual gaps brought about by students not learning incidentally through
observation and not making visual connections.
Jack and the Beanstalk – Year 2 to 7
Animal Capers
Responsible Pet Education: Living safely with pets
Easter fun afternoon with a treasure hunt
The 26th Storey Tree-house
Simultaneous Story day
The Art of Sensing- tactile art exhibition
A visit to the Glen Osmond Recycling Plant
The Beat of your Feet with the Adelaide Symphony Orchestra
Braille Music Camp
I am Jack
Author Kelly Adcock reading her book “True Blue Friends” at the Park Holme library
Life Education Van
Liverpool coaching session
Book Week activities
Lorin Nicholson a blind guitarist and youth motivational speaker
Royal Adelaide Show
Moon Lantern Festival Parade
Musica Viva: Tigramuna
Ladies of Variety Christmas party
Swimming Block
Year 3 to 7 students thoroughly enjoyed the two week swimming block at the Marion Aquatic
Centre in Term 1. The instructors were very helpful and students received a lot of individual
attention as a result of the good student/instructor ratio.
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ANZAC Day
At the end of term 1, Year 2 to Year 7 students attended “The ANZAC Story- 100 years” a live
interactive performance offering the students the opportunity to learn through an interactive
experience of the ANZACs. The students heard the anecdotes of the soldiers at war in the
trenches at Gallipoli and learnt through a heart-warming performance about why Australia as a
new nation participated in this overseas conflict. In the first week of term 2, we held an
ANZAC Day assembly to commemorate the centenary of the landing at Gallipoli. This was a very
special event that staff and students were able to celebrate with families. The morning tea
afterwards was also a wonderful way for families to mingle and chat and enjoy the delicious
ANZAC biscuits that were baked by the students.
Come Out
At the end of term 1, Dep Hepworth from “Come Out” ran a successful choir workshop with our
students preparing them for “A Bridge across Time” the official opening event for the Come
Out Festival. The students were a part of a young voices choir singing “Eagle Rock”. The
students stood on the new bridge spanning the Torrens River whilst singing. The Year 3 to 7
students attended the workshop “Like it or Loop it”. Adam Page was invited to SASVI at the
beginning of term 3 to run another looping workshop for the whole school. Some of the music
created at this workshop was used during the Restless dance “Showing”. Students also attended
the Cardboard City workshop as part of the 2015 Come out Festival. As a result of this, during
term 3 we held our own Cardboard Challenge inspired by the video clip “Caine‟s Arcade”.
Restless Dance
Throughout 2014 and 2015 during terms 2 and 3, students have participated in weekly creative
dance workshops run by Restless Dance Theatre. The last week of term 3, saw the culmination
of the project “Shared Visions”. The Reception to Year 2 students‟ performed “Traffic Jam”
and the Year 3 to 7 students‟ performed “Let‟s Party”. This project was made possible through
the funding from Creative Education Partnerships: Artists in Residence program- an initiative of
the Australian Council for the Arts, Arts SA and DECD.
School Camp
We had three wonderful, fun filled days at Adare Camp and Caravan site from 28th to 30th
October. The facilities at Adare were excellent and the activities program run by the leaders
from “Beyond Limits” were well organised. Camp is always a time for students to further develop
their independent living skills, social skills, team work and engage in activities that may be
challenging which encourages them to “move out of their comfort zone” and take risks. For a few
of the younger students, it was kayaking and the older students it was the Flying Kiwi. By all
accounts, school camp was a great success.
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Sports Day and Bike-a-thon
Our Sports day and Bike-a-thon were held on Friday 27th November and it was a great success
with many families attending.
Gym Club
Kent Dredge from the Blind Sports Association, Paralympian Felicity Johnson and Jenny Flood
who used to teach PE at Townsend/SASVI have been running the Gym club after school on
Thursdays in the SASVI gym. This continues to be well attended by our younger students and
their siblings.
Monday Lunch Time Activities
Kent Dredge has continued to lead sessions at SASVI during lunchtime on a Monday. This year
Rick Shrowder from Global Community Sports assisted Kent with the blind tennis sessions. We
look forward to continuing our valuable partnership with the Blind Sports Association and Global
Community Sports next year.
Term 1: Cricket sessions with support from SACA‟s Miloin2cricket program and their coach Amy
Wiseman.
Term 2: Blind tennis sessions with support from Rick Shrowder. I would also like to convey our
thanks to Tennis SA for supporting this program and supplying all the equipment. At the end of
the term, the sessions culminated in an excursion to Memorial Drive tennis stadium to allow the
students to play on the centre court.
Term 3: Basketball sessions.
Term 4: Soccer sessions with support from Tiarn Powell a player from the Adelaide Reds W-
League team.
Students also had the opportunity to participate in other lunchtime activities on Tuesdays to
Fridays run by staff members on duty. These activities have continued to provide students the
opportunity to further develop their social skills.
They were:
First term: art and craft, rock band, bike club, ball skills and choir
Second term: bike club, junior rock band, ball skills, goalball, choir and a social skills group for
the Year 5 to 7 students
Third term: bike club, senior rock band, Legoland for R to Year 3 students, Zumba, library,
various activities for the Year 5- 7 students with a few Year 7 students from Ascot Park
Primary, choir and a social skills group for the Year 5 to 7 students
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Fourth term: bike club, senior rock band, Legoland for R to Year 3 students , Zumba, ball skills,
choir and a social skills group for the Year 5 to 7 students.
Goalball Carnival
A number of our students participated in a Goalball carnival at Seaview High School. SASVI
entered three teams. All teams played exceptionally well and the students demonstrated good
sportsmanship skills. I was fortunate to be able to watch the finals with one of our teams
winning their final. Well done to all teams.
Charles Campbell College (CCC) Vision Impairment Program
6 students attended the program in 2015. Most students live in northern suburbs with one
student from the Western suburbs, with the exception of one student, they do not live within
the school zone. The students are legally blind (H Level of support). CCC provides a fully
inclusive environment so the students attend mainstream classes and make the same subject
choices as their peers. During study sessions the students study Expanded Core Curriculum
subjects (Braille, Orientation & Mobility, Independent Living Skills, Social Skills and Assistive
Technology) which need to be explicitly taught. Students are able to access post school options
via the support of SASVI teachers at the CCC VI Program by participating in VET courses, on
and off site.
CCC VI Program staff support students in the classroom, as required, to ensure access to
curriculum and support in practical lessons to provide duty of care. They collaborate closely with
subject teachers to provide Professional Development and advice on curriculum & assessment
adaptations, teaching strategies, resources and assistive technology. Ongoing feedback between
mainstream staff and specialist VI staff is maintained so that the practice is continually
evolving and improving.
Program teachers prepare modified materials as required and collaborate closely with
Alternative Print Production staff and the resource centre at SASVI to order adapted
materials. Ongoing formal and informal group meetings are held by the team to discuss general
school matters and students to discuss the needs of individual students and improving practices
as much as possible. Formal VI staff meetings also reflect on teaching and support practices
which are subsequently introduced. Performance development plans are formulated and
discussed with staff in term 1 and reviewed in term 4.
CCC has a range of subjects and facilities available for students whether they have a trade
focus or aspire to tertiary study. This provides excellent opportunities for students with vision
impairment to be able to access and achieve positive post school options. Regular communication
by CCC based VI staff with SASVI via PLCs (Professional Learning Communities) and as required
for student support. SASVI Principal regularly attends CCC VI staff meetings. There is ongoing
support from SASVI Alternative Print service with provision of material for students (Braille,
adapted print, tactile graphics, audio, MP3 and/or electronic text books. Regular O&M training
is provided to students by the SASVI Orientation & Mobility teacher. The VI Program is well
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regarded by CCC, and seen as an important component in overall student services at school.
There is regular liaison with CCC Leadership and the VI Program staff.
All students have successfully achieved good results in most subjects throughout the year. One
student has completed SACE and planning to go to university.
Seaview High School (SHS) Vision Impairment Program
8 students with a vision impairment received teaching and support from Vision Support Program
(VSP) staff at Seaview HS in 2015. Middle School students undertook core school subjects
over two semesters including English, Maths, Science and HASS. In addition students also
undertook electives to follow personal interests and work was undertaken in various subjects
including Arts (Drama, Dance and Visual Arts), Health and PE, Food Studies and STEM (Science,
Technology, Engineering and Maths).
In Senior School, 1 student completed a Certificate 2 in Retail in 2015 at the Daws Road Centre
whilst attending at Seaview as well with support from VSP staff and will be seeking employment
at this stage in 2016. 2 year 13 students successfully passed Society and Culture, Health and
Workplace Practices and completed their SACE, undertaken over two years. Both students will
be undertaking tertiary study at TAFE and Flinders University respectively next year.
Students with vision impairment may need to be taught concepts and skills that sighted peers
are able to learn incidentally as part of every-day activities. 8 areas have been defined as the
Expanded Core Curriculum (ECC) which are taught in addition to the school curriculum. Staff in
the VSP worked with the students during their free lesson line on various aspects of the ECC
both for school and with a view to life afterwards throughout 2015. Lessons/activities included:
Development of Braille skills – refreshing literacy skills and teaching of new contractions
and maths layout;
Ongoing work on transition to post school options with senior school students, this
included looking at career/study pathways and exploring with students what they found
interesting and to pursue post school. Students conducted research on careers that
were of interest and began to plan as to what they would need to do in order to gain
entry into the desired career via any post school training;
Teaching of budgeting, bank account management (difference between debit and credit
accounts, interest rates etc.), what to look for when completing official documents;
Social skills – teaching specific cues re conversation starters, how a person can feel
comfortable in a group. Encouraging interaction between students in class so as to make
friends wherever possible has been a high priority;
Organisational skills have been a primary focus and are particularly critical for people
with vision impairment in all aspects of life. Getting into the habit of knowing where
school work is, keeping a desk tidy and Braille books filed away is an important building
step now at school so that these skills translate into the future whether it be attending
tertiary study or living independently and being able to organise a kitchen successfully.
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This has been a work in progress for some students and for a higher degree of
motivation to be further fostered but there have been pleasing signs of improvement
with students taking charge of organising their own materials;
Orientation and Mobility – training of students was undertaken by an external vision
agency (Guide Dogs SA) and SA School for Vision Impaired (SASVI) Orientation and
Mobility instructors (OMI). Year 12 students were trained via Guide Dogs SA to
respectively learn how to travel safely in their local community and using public
transport to and from the city. The SASVI OMI worked with students on using public
transport and safely moving around the Marion Shopping Centre;
Assistive Technology – a specialist trainer from CanDo4Kids provided regular sessions to
students on JAWS. This included accessing the internet which can be quite problematic
at times depending upon the construction of a website (tables, menus etc.) and also
DayMap. VSP staff have reinforced and worked with students on existing skills with a
variety of assistive devices;
Independent Living Skills – an occupational therapist from CanDo4Kids provided regular
sessions on working in the kitchen to prepare meals with VSP staff in support. Other
areas worked on included self-care and obscure but necessary tasks such as putting a
quilt in a quilt cover;
Various excursions were also undertaken as part of ECC to listen to motivational
speakers talk about aspects of vision impairment and to the Royal Society for The
Blind‟s TechFest to view the latest adaptive technology available in Australia.
VSP staff encouraged an independent attitude and challenged any fixed mindsets in students to
achieve their best in all aspects of school and the ECC. VSP teachers worked 1:1 with students
on subject tasks to provide further teaching in consultation with the classroom teacher and
utilised various multimodal means ways to overcome any difficulties in accessing visual elements
of the curriculum e.g. tactile globes and maps, practical skills in Science and Food Studies and
demonstration of dancing in Arts.
Finally regular liaison with Seaview staff occurred to assist students access the curriculum in as
personalised a manner as possible through the provision of materials in alternate formats
including Braille, tactile diagrams, large print or electronically.
4. SITE IMPROVEMENT PLANNING AND TARGETS
Strategic Priorities/ Strategies/ Evidence:
1. Consolidation of the SASVI whole school approach to Literacy using TfEL as a
framework
PDs to extend & support effective teaching strategies for the whole school, using TfEL
as a framework
Release of all primary class teachers, Leadership, LOTE, IT & RBL teachers on the same
day, once a term for planning, monitoring and evaluation
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Support and resource twice weekly reading/comprehension blocks for all students
through involvement of all school staff. Mentoring and training for all staff on levels of
questioning in order to increase students reading comprehension levels
The whole school Literacy agreement remains a living document by discussing the
agreed strategies, frameworks and assessments with new staff at the beginning of the
year and by arranging a Literacy Sharing Day to consolidate and make updates as
necessary to our common understanding and of agreed actions
Regular meetings were held with Jacinta Poskey, Project Manager, DECD
Copyright agreements were signed between SASVI, DECD & ACER
Agreed extra SSO funding resource was provided by DECD
The increased SSO hours was utilised during term 2 & 3 to enable 5 staff members to
produce Braille, tactile graphics and large print PAT R & Ms
The documented whole school Literacy plan and assessments are on the whole
school server as are data on individual student performance
All SASVI staff participate in the Literacy Reading Blocks, including admin staff
SASVI’s Strategic Priorities, Targets & Evidence Informs the 2016 Site Improvement Plan
The resourcing of Literacy Sharing Days provides teachers with an opportunity for
reflective feedback, to review the whole site agreement and to give an opportunity for
individual teachers to discuss examples of good literacy practice. In 2015 teachers
studied ‘DECD Language and Literacy Levels: Teaching Strategies’ which incorporated
different approaches, interventions and differentiation.
Standardised reading accuracy and comprehension assessment data demonstrated that
incorporating a daily whole of school reading block has led to significant improvements
to student reading. Equitable access to PAT R & M from 2015 will enable staff to make
direct comparisons with the data of other schools in the Inner Marion Partnership for 2016
planning. Many students suffer fluctuating vision and/or need to learn Grade 2 Braille to
become independent readers.
Using TfEL as a framework, consolidation of SASVI’s whole school approach to Literacy &
Numeracy to include implementation of the ACER PAT R & M to underpin DECD’s ‘higher
standards of learning achievement’ priority
2. Further development of Australian Curriculum Maths & English, in accordance with
DECD Numeracy & Literacy Strategy - programming, assessing & reporting.
Consolidation of History. Familiarization with Australian Curriculum Geography and
the Arts
SASVI school staff (primary) attends Community of Practice Partnership PDs organised
by the Partnership curriculum coordinator and AC facilitator.
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Group PD for SASVI, Charles Campbell College & Seaview HS VI resource program
staff & Statewide Service (advisory teachers)
Communication with Primary and Secondary Curriculum Implementation Consultants
PD sessions are provided to skill relevant staff in the use of assistive equipment (talking
calculators: scientific and graphic), adaptive geometry equipment, UEBC Maths
Braille codes, tactile graphs etc.
Collaboration with SACE, SACE Special Provision Officers and Curriculum
Implementation Consultants
Work shadowing and mentoring from colleagues.
Use formative and summative assessments to monitor student achievement and
provide intervention as required.
Primary timetables allocate 720 mins per week to English, maths & science
All students with vision impairment are supported to fully access the school curriculum
at the appropriate level, and in their preferred format (Large Print, Braille and tactile
resources)
PD sessions provide opportunities for staff to increase skills in use of assistive
technology.
Joint Marion Inland Partnership PD – The Arts
Geography
History
Digital Technology
For relevant class teachers Economics & Business
-Citizenship
SASVI’s Strategic Priorities, Targets & Evidence Informs the 2016 Site Improvement Plan
Maths PDs and workshops raise teacher confidence to develop students’ mathematical
concepts and problem solving. Specific Braille maths staff meeting workshops to up skill
staff ensures full access to Maths AC for Braille/tactile dependent students.
In 2016 the focus will be on finalising a whole school maths agreement – common
language, awareness of different computation strategies, multi-sensory activities to
promote a deeper understanding and approaches to develop problem solving skills.
Document a Developmental Tactile Graphics curriculum to support the Maths AC
attainment levels
Ongoing consolidation of the Australian Curriculum subject areas
Page 16
3. Further development of the TfEL framework – intentionality, effectiveness, consistency
and responsiveness
PD sessions during staff meetings
Opportunities for teachers to self-analyse their practice and to document personal
reflections
Observations of class teaching undertaken by trusted colleagues. Collation of
student feedback, analysis and staff discussion
The teacher’s self-review; feedback from colleagues and student feedback is part of
Performance Conversations
Secondary support teachers participate in PDs at CCC and Seaview HS
Through the validation process SASVI demonstrates evidence of engagement with a
pedagogical and curriculum framework.
Performance Development plan (based on teaching standards, SPEVI VI specialist
teacher standards, elaborations and TfEL), conversations with line manager and
feedback
All teachers completed the AITSL online self-review,
SASVI was invited to participate in the Australia wide AITSL Schools’ Performance
Development Project which included questionnaires from mentors/mentorees, peer
reviews and feedback by trusted colleagues
Student feedback analysis
SASVI’s Strategic Priorities, Targets & Evidence Informs the 2016 Site Improvement Plan
Further development of TfEL framework to emphasise the need for intentionality,
effectiveness, consistency and responsiveness to be an integral part of Performance
Development (PD) goal setting documentation and PD conversations, teachers’ programs
and assessments plans; Further development of peer observations and feedback
In 2016: Teachers’ observation record sheets and notes, written feedback by trusted
colleagues and student feedback analysis are formalized
4. Implement programs to improve access to the curriculum by students with vision
impairment for:
Support staff (mainstream & SASVI)
Parents
Students
Page 17
Review data collected from the 2013 courses to inform the planning of the 2014
program.
2014 courses:
Assistive Technology
Pre-school ILS & Tactile
Post School Options/Transition
Tactile Graphics
Leisure & Recreation
Orientation & Mobility
Braillenote
Manager of SSS will coordinate each Short Course.
Staff a Short Course facilitator to liaise with the Manager to conduct administration
and documentation processes.
Use mentors to provide role models to students in each Short Courses
Collaborate with agencies: (CanDo4Kids, Guide Dogs, RSB, Blind Sports Association,
Dept of Sport Recreation, Paralympic Sports, Humanware) to develop the skills of staff,
students and parents through the Short Course Programs
Use SASVI resources to fund accommodation & travel for country students & to
release a member of staff to attend (DECD sites).
Staff presenting at Short Courses are provided with release time to plan 3 weeks prior
to the course. A follow up training day is provided to SASVI staff who attended the
Short Course to consolidate learning.
Mainstream students attending the Short
Course will be given a follow up visit by their Advisory Teacher
2 day Short Courses were planned for each term in 2015 – to upskill VI students from
SASVI and mainstream sites, families, mainstream staff & SASVI staff. Specific skills sets
and subject areas were targeted and assessed.
2015 – Tactile Discrimination (pre-school), PE & Team Games, Assistive Technology,
Independent Living Skills, Orientation & Mobility (use of GPS)
Each Short Course was carefully evaluated for continuous improvement
TRT cover was provided to facilitate Short Courses
Page 18
SASVI’s Strategic Priorities, Targets & Evidence Informs the 2016 Site Improvement Plan
Short Courses are an efficient use of Statewide Support Service resources. Programs &
strategies are planned to improve access to the curriculum by students with vision
impairment by up skilling the students, their mainstream staff and parents.
This is an important Professional Learning opportunity for VI students across the state, their
mainstream staff and families. It is also valuable PL for less experienced SASVI staff
5. Develop the Braille skills of all teachers and SSOs: to learn the literary Braille code &
knowledge of Braille teaching methodology
Teachers are trained to read and write fully contracted grade 2 UEB Braille by
participating in the RIDBC (Renwick College) Braille course
Use a tutor to develop the Braille skills of classroom SSOs
PD on Braille methodology to raise staff awareness of good teaching practices
15 teachers will have the RIDBC Braille qualification and will be able to teach Braille in
the classroom:
11 teachers trained in 2012
4 teachers trained in 2013
3 teachers trained in 2015
7 teachers qualified prior to 2012
10 SSOs will be competent braillists and will support students with their Braille
Classroom SSOs and interested parents are now accessing RIDBC online Braille course
SASVI staff are competent to teach Braille to students at various levels of proficiency
and to teach older students who suddenly suffer a deterioration in vision and need to
learn Braille.
SASVI staff can be deployed to the school, secondary programmes or Statewide
Support Service
SASVI’s Strategic Priorities, Targets & Evidence Informs the 2016 Site Improvement Plan
Continue to develop the Braille skills of all staff. 100% of SASVI teachers, across the
Service, to be qualified Braille teachers. 100% of classroom SSOs at SASVI will be up to
Level 8 of the Braille competency
6. SASVI Whole of Service Professional Learning Community (PLC) for teachers on the
afternoons of Wks 3 & 7 to develop a comprehensive Social Skills program for VI
students, from Pre-school to Secondary Post School in Term 1
Throughout Terms 2, 3 & 4 Professional Learning Community (PLC) for teachers to focus
on assistive technologies for VI
Page 19
Use SASVI resources to release teachers for 2 afternoons in Term 1 to develop its PLC.
Staff to develop the Social Skills Curriculum from Pre-school to Year 12 by
adapting the General Curriculum AC – Personal & Social Development and modifying
the expanded curriculum social skills, age appropriate skills, social skills checklist
(Birth – Year 12) Develop resources provided by Karen Wollfe, American Foundation
for the Blind, following her visit to SASVI in 2015.
SASVI teachers are competent to teach Social Skills explicitly through modelling, role
play and class discussion.
Staff incorporates social skills goals, consistently and with a shared purpose, in cross
curricular settings
Good feedback from PLC sessions on development of VI students’ social skills
Staff working in collaboration with Ascot Park PS
Staff can be deployed to all sectors of SASVI
Term 2, 3 & 4:
Twice termly PLC release afternoons for whole of Service staff:
Teachers are developing their BrailleNote skills (computerised brailler)
Teachers are further developing iPad knowledge – accessibility functions
TRT cover is a resource budgeted for to facilitate PLC meetings
SASVI teachers are competent to teach students to use the various functions of the
Braillenote (word processor, planner, diary, internet, email, spellcheck, dictionary,
scientific calculator, transferring, transcribing and saving documents as different
versions e.g. Word to MP3 etc.)
SASVI teachers can demonstrate and teach accessibility functions and the use
specific apps to students to improve access to the curriculum
SASVI’s Strategic Priorities, Targets & Evidence Informs the 2016 Site Improvement Plan
SASVI Whole of Service Professional Learning Community (PLC) for teachers and SSOs on
the mornings/afternoons of Weeks 3 & 7 to further develop skills in vision impairment
Advisory support, classroom teachers and SSOs buddy up in accordance with same aged
braille students being taught Maths code and braille setting out. All staff to develop
higher skills in maths braille (secondary maths, tactile graphics, setting out)
Page 20
7. Weekly vision assessments by an orthoptist, held at SASVI in collaboration with the
student’s class/advisory teacher and the parents
The assessment data from the orthoptists will be used by SASVI staff to make more
informed recommendations to schools and parents.
SASVI class teachers will use the assessment data to inform classroom practice &
accommodations.
The Functional Vision Assessment, attended by the student, parent, and teaching staff,
will enable all members of the team to identify issues and discuss strategies which will
assist in maximising the student’s vision in school, home and social environments.
Guide Dogs to send evaluation forms to parents and SASVI staff
Guide Dogs Association undertook weekly Functional Vision Assessments, attended
by the referred students, parent, and teaching staff in 2015. This enabled all members
of the team to identify issues and discuss strategies to assist in maximising the
student’s vision in school, home and social environments. These appointments have
now been coordinated to enable an Assistive Technology assessment, by SASVI’s
National Partnership teacher, to occur on the same day. This is particularly useful for
country students, and a better use of SASVI human resources. A wide range of
specialist equipment can be trialled in SASVI’s Training Lab.
Reports provided by Guide Dogs are discussed with students’ teacher & parents
Reports provided by SASVI staff to schools & parents following Functional Vision
Assessments, will make recommendations about
Classroom/school/yard environment
Curriculum adaptations
Low vision and magnification devices
Print size
Lighting
Occupational Therapy
Orientation and Mobility
To enable the best possible learning outcomes to be achieved by the student
The Advisory Teacher (VI) will provide a follow-up visit to the mainstream
school to assist in the implementation of recommendations.
SASVI’s Strategic Priorities, Targets & Evidence Informs the 2016 Site Improvement Plan
Resource the release of staff to enable SASVI teachers to participate in the vision
assessment and conversation with parents
8. Staff wellbeing and resilience
Use WHS Psychological Health Policy to support wellbeing.
Page 21
Use Performance Development processes to ensure that workloads are balanced and
that staff have the necessary skills and training to perform their role successfully.
Use a mentoring program to ensure that all new staff, and any staff in new roles, are
supported in their work. This includes orientation & mobility induction.
Staff, families and students complete Kids Matter Wellbeing surveys
Provide regular opportunities for staff to reflect on and celebrate achievements and
special occasions.
Whole of staff opportunities to collaborate as a PLC (twice a term)
Review of policies in a known and planned cycle
Staff complete a reviewed Psych Health checklist, and staff Opinion survey on
Leadership. Responses are analysed by Leadership and WHS teams and appropriate
adjustments to processes are made.
Relevant staff involved in the mentoring program with members of the Leadership
team. Support is provided in programming and planning, classroom management
strategies, workload management, planning of Professional Development etc.
Mid-term and end of term social activities are planned to celebrate the work of staff.
SASVI is a Kids Matter school – Kids Matter Wellbeing Survey was filled in by whole of
service staff & families to compare with 2014 results
Two items highlighted by staff from 2015 Leadership survey:
1. Decision making across all sectors of the Service
Committees - Short Courses, Kids Matter, 10th Year Celebration
2. Staff having more opportunities to make decisions
All sectors to contribute to SASVI Newsletter
SSOs to start work at 8:50 to participate in assembly
Organise opportunities for staff and students to work in inclusive settings
Support the 3 Marion Inland Partnership sub-committees by having a staff rep at each
Use a mentoring program to ensure that all new staff, and any staff in new roles, are
supported in their work.
Provide regular opportunities for staff to reflect on and celebrate achievements and
special occasions.
Whole of staff opportunities to collaborate as a PLC (twice a term)
Page 22
SASVI’s Strategic Priorities, Targets & Evidence Informs the 2015 Site Improvement Plan
2016 will include the following:
Review time-line for all policies & programs
SASVI joint staff meetings in Weeks 2 & 5 to enable various working groups to collaborate on
policies
Commit to meeting VI agencies each term
Provide opportunities for families to meet at school
Organise opportunities for students to work in inclusive settings
Leadership to support the 3 Marion Inland Partnership sub-committees (Literacy & Numeracy,
Wellbeing, Transition)
Use a mentoring program to ensure that all new staff, and any staff in new roles, are
supported in their work.
Whole of staff opportunities to collaborate as a PLC (twice a term)
9. Student wellbeing and resilience
Teachers will continue to be supported to engage students in learning through TfEL.
Consolidate staff good practice to use formative assessments and differentiation as a
fundamental part of their teaching
Weekly assemblies provide opportunities to
expand on school values
Work collaboratively with other VI agencies: Guide Dogs, RSB and CanDo4Kids.
Thursday, after school Gym Club
Provide a collaborative program with Blind Sports Association, SA, for SASVI and
Ascot Park students to participate in lunch time sporting activities (cricket, goalball,
football and basketball), enabling students to develop social and physical skills to
participate in mainstream activities.
All teachers are aware of anti-bullying strategies, and teach these as part of the
Child Protection Curriculum.
Organise parent sessions during PE Short Courses that provide information to families
on mainstream sport activities, Blind Sport, Paralympics opportunities
Page 23
Students complete a student opinion survey that indicates improvement on questions
from Quality Teaching & Learning, Support of Learning and Relationships &
Communication
Attendance: The attendance for ALL students improves to 93% in line with state-wide
target (regular ophthalmology appointments do impact on attendance)
Students are explicitly taught social skills, resilience, self-advocacy and recreation &
leisure, as part of their expanded core curriculum for VI.
Students participate in class and lunch time activities to develop skills to participate in
a variety of social and sporting activities.
Students participate in activities to: identify physical, social and emotional changes
associated with their own growth, development, and vision impairment: work in
groups to achieve shared goals, and understand the effect on relationships within the
group: recognise that individuals hold different views, values and beliefs.
Weekly sport activities at lunchtimes through Blind Sport and SASVI PE teacher
Weekly after school gym club with two VI adults who are very respected gold medal
winning Paralympians, Blind Sports coordinator, PE teacher and retired PE teacher
Consolidate staff good practice to use formative assessments and differentiation as a
fundamental part of their teaching
After school Gym Club every Thursday with Blind Sport
All teachers are aware of anti-bullying strategies, and teach these as part of the Child
Protection Curriculum.
Opportunities for students to interact with classes from Ascot Park PS and to be
involved in ASMS projects with other primary school students
Student feedback (TfEL Compass)
SASVI’s Strategic Priorities, Targets & Evidence Informs the 2016 Site Improvement Plan
SASVI provides a collaborative program with Blind Sports Association, SA, for SASVI and Ascot
Park students to participate in lunch time sporting activities (cricket, goalball, football and
basketball), enabling students to develop social and physical skills to participate in
mainstream activities. Change SASVI’s lunch and recess times to fit in with Ascot Park PS.
All teachers are aware of anti-bullying strategies, and teach these as part of the Child
Protection Curriculum.
10. National Partnership Transition to Assistive Technology Support: Implement programs
and strategies to provide the VI students identified, statewide, with the necessary
equipment to access the curriculum in their preferred learning medium.
Provide assistive technology to support the teaching & participation of VI students in
the school curriculum, following an individual assessment of their needs.
Page 24
Staff, students and parents to become knowledgeable in their use of the assistive
technology
Identified VI students have been provided with appropriate assistive technology, in
their preferred learning medium, to access the curriculum
Diagnostic IT assessments for each identified student
SASVI’s Strategic Priorities, Targets & Evidence Informs the 2016 Site Improvement Plan
SASVI will resource an Assistive Technology teacher for 2016 to liaise closely with SERU
with regards to cataloguing, loan contracts, storage, repairs and maintenance. The
teacher will recommend equipment in partnership with SSS advisory teachers, SASVI
teachers & secondary support teachers. The teacher will provide PD to SASVI staff,
students and mainstream staff/families.
11. Provide PD opportunities for SASVI & Mainstream VI students to develop skills in using
assistive technology to access the curriculum
Provide PD opportunities for SASVI staff, relevant mainstream school staff and parents of
VI students to develop skills in using assistive technology.
SASVI to be established as a centre of expertise for some of the PD
Available budgets to cover TRT release, travel & accommodation to provide PD in country
DECD sites
The NP Coordinator provides PD to mainstream staff and students.
SASVI provides further PD opportunities by organising termly Assistive Technology Short
Courses
Through PD build SASVI staff’s capacity to determine accurately the equipment needs of
students with VI and how they function.
SASVI has the necessary equipment to be a centre of expertise
Staff, parents & students participate in PD
Post National Partnership
Resource an IT teacher (SASVI) to manage assistive technology for 2016 – fraction of time
(0.4)
This supports VI students state wide.
Advisory teachers (Statewide Support Service) provide relevant equipment following an
individual assessment of their needs.
IT teacher provides ongoing training at SASVI on conducting the SETT assessments and
setting up equipment in mainstream classes
Page 25
Staff, students and parents to become more knowledgeable in their use of the assistive
technology
SASVI training lab to be used as a centre of expertise for as much of the PD as possible;
this is being coordinated with functional vision assessments
The IT teacher (Statewide Support Service) provides PD to mainstream staff and students.
SASVI provides further PD opportunities by organising termly Assistive Technology Short
Courses
Through PD build SASVI staff’s capacity to determine accurately the equipment &
software needs of students with VI and how they function.
4.2 Better Schools Funding
A report on how the Better Schools funding was utilized in 2014 http://www.decd.sa.gov.au/SchoolFundingReform/
NAPLAN Year 3 data, Running Records and Junior Primary assessments indicates that many
young students with severe vision impairment have not reached the developmental milestones
when they start school. Significant cognitive gaps are evident as a result of no, or at best,
extremely restricted visual experiences. The Better Schools funding in 2015 ($510.37) was used
to part fund the release of the junior primary teachers to work collaboratively in developing
individual student goals and to review a literacy program that incorporates a reading and spelling
program that can be used with large print and Braille learners.
5. STUDENT ACHIEVEMENT
Waddington Spelling
Year Raw Score Chronological Age Spelling Age
1 6 (2015) 7.0 6.7
1 17 (2015) 7.11 7.5
1 18 (2015) 7.9 7.6
2 37 (2015)
19 (2014)
8.0
7.0
8.7
7.7
2 28 (2015)
14 (2014)
8.0
7.0
8.1
7.3
2 26 (2015)
7 (2014)
8.4
7.3
8.1
6.10
2 29 (2015) 7.5 8.2
Page 26
Year Raw Score Chronological Age Spelling Age
3 65 (2015)
51 (2014)
9.2
8.2
10.1
9.2
3 50 (2015)
44 (2014)
9.2
8.2
9.0
8.9
4 77 (2015)
52 (2014)
9.11
8.11
11.6
9.3
4 55 (2015)
37 (2014)
10.5
9.5
9.3
8.7
4 44 (2015)
40 (2014)
10.7
9.7
8.9
8.8
4 76 (2015)
72 (2014)
10.5
9.4
11.3
11.0
4 30 (2015)
31 (2014)
11.9
10.9
8.2
8.3
5 79 (2015)
72 (2014)
12.6
11.6
11.11
11.0
5 81 (2015)
70 (2014)
10.6
9.6
12.2
10.10
5 38(2015)
26 (2014)
11.5
10.5
8.8
8.1
7 81 (2015)
84 (2014)
12.10
11.9
12.2
12.6
7 79 (2015)
72 (2014)
12.7
11.6
11.11
11.10
7 18 (2015)
27 (2014)
13.11
12.11
7.6
8.1
7 82 (2015) 12.10 12.4
7 81 (2015) 12.10 12.2
Page 27
PM Benchmarks
Year Date Chronological
Age
Level Accuracy S.C. Rate Growth over
12 months
1 28.08.2015
17.11.2014
6.9
6.0
3
1
82%
76.7%
1:4 2 levels
1 3.12.2015
19.11.2014
7.0
6.0
17
6
91.8%
1:4
11 levels
1 3.12.2015 7.9 17+
1 28. 08.2015
17.11. 2014
7.6
6.6
30+
29
100%
100%
1 level
2 1.09.2015
19.11. 2014
8.0
7.0
22
15
94%
91.1%
1:07
1:5
7 levels
2 1.09.2015
18.11.2014
8.0
7.0
22
15
93%
91.8%
1:7
1:3
7 levels
2 14.09.2015
17.11.2014
8.4
7.3
14
8
93%
92%
1:5
1:2
6 levels
2 3.12.2015 7.5 16
3 3.02.2015
25.9.2014
9.2
8.2
30+
29
93.4%
98%
1:8
1:5
1 level
3 25.9. 2015
24.9. 2014
9.2
8.2
29
17
98%
1:5
12 levels
4 22.10.2015
25.9. 2014
9.11
8.10
29
18
98%
97%
11 levels
4 21.10.2015
14.10. 2014
10.5
9.5
29
24
98.5%
96%
1:4
1:2
5 levels
4 27.10.2015
25.9.2014
10.7
9.7
29
19
94%
1:2
10 levels
4 16.02.2015
15.5. 2014
9.7
8.10
30
28
99%
99%
1:2
2 levels
Page 28
Year Date Chronological
Age
Level Accuracy S.C. Rate Growth over
12 months
4 26.10. 2015
30.6.2014
11.8
10.4
13
9
91.5%
92.5%
4 levels
5 8.04.2015
27.5.2014
11.11
11.0
29
27
96.5%
97.5%
1:3 2 levels
5 8.04.2015
10.6.2014
9.11
9.1
27
24
100%
100%
1:1
3 levels
5 17.3.2015
30.6.2014
10.9
10.0
5
2
97.5%
90%
3 levels
Neale’s Analysis Reading Accuracy and Reading Comprehension - Braille
Date Chrono
Age
Form
1/ 2
Braille
Reading
Age
Accuracy
Braille
Comprehension
Age
Growth from
previous year
Comments
5.11.15
28.10.14
9.2
8:2
2
1
11.9
10:0
12.7
11:0
Accuracy: 0:8 months
Comprehension:
1 year
Braille reading age is now
well above chronological
age
9.11.2015
31.10.14
9.11
9:0
1
2
16
9:7
15.11
9:4
Accuracy: 6:5 years
Comprehension:
6:7 years
Braille reading age is now
well above chronological
age
11.11.15
29.10.14
12:6
11:5
2
1
17:5
14:4
15:8
12:7
Growth of 3 years in
12 months for both
accuracy and
comprehension.
Braille reading age is now
well above chronological
age.
Raw score of 98 for
accuracy.
Comprehension score 31.
16.11.15
27.10.14
10:6
9.5
2
1
<17:11
16:6
14:4
12:3
Accuracy growth of
1.5 years
Comp: 2:1 years
Raw score of 99 for
accuracy.
Comprehension score
27.5
Page 29
Date Chrono
Age
Form
1/ 2
Braille
Reading
Age
Accuracy
Braille
Comprehension
Age
Growth from
previous year
Comments
10.11.15
12.11.14
11:5
10:5
2
1
8.8
6.9
8.1
7.4
Accuracy 1:11 years
Comp 9 months
Raw score of 25 for
accuracy
Comprehension score of
9
More fluent and confident
this year.
Missed some key words,
however comprehension
was very good considering
this.
Read all words with
known contractions.
Attempted to read
unknown contractions and
read in context.
Neale’s Analysis Reading Accuracy and Reading Comprehension- Low Vision
Date Chrono
Age
Form
1/ 2
Reading
Accuracy
VI
Comprehension
Reading Age
Growth from
previous year
Comments
9.11.2015
1.12.2014
7.6
6.7
2
1
>16.10
>16.10
>16.10
11.11
Comprehension:
4.11 years
10.11.2015
26.11.2014
8.1
7.1
2
1
7.11
5.3
11.7
6.2
Accuracy:2.8 years
Comprehension:
5.5 years
9.11.2015
1.12.2014
8.0
7.2
2
1
9.11
5.7
10.5
5.0
Accuracy:2.4 years
Comprehension:
5.5 years
Reading accuracy and
comprehension affected
by reading speed-
speed <5.0
Page 30
Date Chrono
Age
Form
1/ 2
Reading
Accuracy
VI
Comprehension
Reading Age
Growth from
previous year
Comments
9.11.2015
26.112014
8.4
7.4
2
1
<5.1
<5.0
Did not
obtain a
reading
accuracy
age
<5.3
<5.0
Did not obtain a
comprehension
reading age
Improved on last year’s
passage score and
comprehension- score
from 8 to 14 accuracy
and 2 to 4
comprehension
9.11.2015
7.5 2 7.3 6.5
Need to develop reading
strategies, phonemic
awareness and
vocabulary knowledge
6.11.2015
29.10.14
9.3
8:2
2
1
14.4
10:6
14.0
9:7
Accuracy: 3.10
years
Comprehension:
4.5 years
6.11.2015
29.10.14
10.6
9:5
1
2
15.0
8:5
13.0
6:5
Accuracy: 6.7
years
Comprehension:
6.7 years
6 years + improvement
in 12 months
9.11.2015
30.10.14
10.7
9:7
1
2
10.1
6:11
11.7
6:10
Accuracy: 3.2
years
Comprehension:
4.9 years
20.10.15
27.10.14
10:3
9:3
2
1
<16:10
<16:10
<16:10
<16:5
Test does not show
level of growth
beyond a certain
point however raw
score shows growth
in both accuracy and
comprehension
Raw score of 95 for
accuracy (increased
score by 2 marks)
Comprehension score of
38
(increased score by 3
marks)
Page 31
Date Chrono
Age
Form
1/ 2
Reading
Accuracy
VI
Comprehension
Reading Age
Growth from
previous year
Comments
24.11.15
10.11.14
11:9
10:9
2
1
6:11
Did not
score
2014
6:10 Level 1 – able to read
26/26 words
Level 2 – able to read
65/75 words
Level 3 – able to read
125/146 words
16.11.2015
15.10.2014
12.10
11.10
2
1
16.10
>16.10
16.10
>16.10
Read at 195 words per
minute. This places the
student with a V.I. rating
of 16:11+ and a N.S.
rating of 12:8+.
30.11.2015
17.11.2014
12.7
11.7
2
1
15.10
14.0
16.0
13.0
Comprehension of the
task was very high,
however, when
confronted with an
unfamiliar word would
refuse to read or
continue to read past.
This resulted in a very
low reading rate (V.I.
13:3, N.S. 11:4).
16.11.2015
15.10.2014
13.10
12.9
2
1
<5.0
5.11
<5.0
5.10
Stopped at Level 1;
demonstrating very little
understanding of the
text
16.11.2015
12.10 2 16.4 14.0
16.11.2015 12.10 2 16.10> 16.5
Read at 241 words per
minute. This places the
student with a V.I. rating
of 16:11+ and a N.S.
rating of 12:10+.
Page 32
5.1 NAPLAN
Year 3: Proficiency Band
Grammar
Grammar
Reading
Reading
Spelling
Spelling
Writing
Writing
Numeracy
Numeracy
Proficiency Band Site DECS Site DECS Site DECS Site DECS Site DECS
Exempt 3.3 3.3 3.3 3.3 3.2
Proficiency Band 1 7 6.8 5.7 4.2 7
Proficiency Band 2 10.1 7.2 12.8 7.7 16.8
Proficiency Band 3 15 21.6 50 21.7 24.7 24.7
Proficiency Band 4 25.1 50 21.1 21 25.2 50 23.2
Proficiency Band 5 50 18 50 18 50 17 50 28.5 14.6
Proficiency Band 6 50 21.4 21.9 18.5 50 6.3 50 10.5
Year 5: Proficiency Band
Grammar
Grammar
Reading
Reading
Spelling
Spelling
Writing
Writing
Numeracy
Numeracy
Proficiency Band Site DECS Site DECS Site DECS Site DECS Site DECS
Exempt 3.4 3.3 3.4 3.3 3.3
Proficiency Band 3 9.4 33.3 7 33.3 7.1 11.4 4.7
Proficiency Band 4 33.3 13.2 18.9 14.6 33.3 13 33.3 21.4
Proficiency Band 5 33.3 26.6 33.3 22.1 23.1 33.3 37.6 66.7 29.6
Proficiency Band 6 21.1 33.3 20.8 66.7 25.1 24.8 23.7
Proficiency Band 7 33.3 16 16.7 20.2 7.7 11.4
Proficiency Band 8 10.3 11.1 6.5 33.3 2.1 6
Year 7: Proficiency Band
Grammar
Grammar Reading
Reading
Spelling
Spelling Writing Writing Numeracy Numeracy
Proficiency Band Site DECS Site DECS Site DECS Site DECS Site DECS
Exempt 33.3 2.9 25 2.9 33.3 2.9 33.3 2.9 33.3 2.8
Proficiency Band 4 10.3 25 4 9.5 12.3 2.2
Proficiency Band 5 13 25 15.9 33.3 11.2 24.3 20.4
Proficiency Band 6 27 25 28.7 20.9 33.3 27.4 33.3 32.2
Proficiency Band 7 33.3 22 25.7 33.3 27.4 33.3 19.6 25.9
Proficiency Band 8 33.3 15.5 15.7 22.4 10.4 11
Proficiency Band 9 9.3 7.2 5.8 3.2 33.3 5.4
5.2 Senior Secondary
Students in Yr 12 Undertaking Vocational or Trade Training
50% of Year 10 students attending SASVI Secondary Vision Impairment Program, at Seaview
HS, are undertaking vocational training.
Students in Yr 12 Attaining a Yr 12 Certificate or Equivalent VET Qualification
SASVI Secondary Vision Impairment Program, at Charles Campbell College
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One student has completed SACE and is planning to go to Mawson Lakes Campus of Uni SA to
study ICT, and received the Charles Campbell College Senior School Values Award. The second
Year 12 student will complete SACE over two years.
SASVI Secondary Vision Impairment Program, at Seaview HS
2 students successfully completed SACE, one will be attending TAFE, and the second will attend
Flinders University to study History. One student left school at the end of Year 11.
6. STUDENT DATA
Enrolment:
Year Level 2013 2013 2013 2014 2014 2014 2015 2015 2015 Change Change
Year Level M F T M F T M F T 2013 - 2014
2014 - 2015
Primary Other 13.2 13.8 27 14 11.1 25.1 15.2 11.8 27 -1.9 1.9
Total 13.2 13.8 27 14 11.1 25.1 15.2 11.8 27 -1.9 1.9
6.1 Attendance
Attendance Rates:
Year Level 2013 2013 2013 2014 2014 2014 2015 2015 2015 Change Change
Year Level School DECS Index School DECS Index School DECS Index 2013-2014
2014-2015
Primary Other 92.9 90.6 91.1 90 90.5 89.9 91.3 89.7 90.4 -2.9 1.3
Primary Total 92.9 92.2 93.4 90 92 93.4 91.3 91.9 93.1 -2.9 1.3
Total All Year Levels 92.9 90.5 92.6 90 90.7 92.8 91.3 90.7 92.6 -2.9 1.3
Absence Rates:
Year Level Rate 2013 2013 2013 2014 2014 2014 2015 2015 2015
Year Level Rate School DECS Index School DECS Index School DECS Index
PrimOth Absence 7.1 9.4 8.9 10 9.5 10.1 8.7 10.3 9.6
PrimOth Auth. 6.5 7.2 7.8 9.9 7.3 8.9 7.7 7.7 7.9
PrimOth Unauth. 0.5 2.3 1.1 0.1 2.2 1.2 0.9 2.6 1.7
Primary Total Absence 7.1 7.8 6.6 10 8 6.6 8.7 8.1 6.9
Primary Total Auth. 6.5 5.8 5.4 9.9 6 5.3 7.7 6.2 5.6
Primary Total Unauth. 0.5 2 1.2 0.1 2 1.3 0.9 2 1.3
SecOth Absence 11.5 10.6 11.5 10.8 11.1 9.1
SecOth Auth. 8.3 8.9 8.5 9.6 8.3 7.9
SecOth Unauth. 3.2 1.7 3 1.2 2.8 1.3
SecondaryTotal Absence 12.3 9 11.7 8.5 11.3 8.6
SecondaryTotal Auth. 7.5 6.8 7.2 6.1 7.2 6.5
SecondaryTotal Unauth. 4.8 2.2 4.5 2.4 4.2 2.1
Total All Levels Absence 7.1 9.5 7.4 10 9.3 7.2 8.7 9.3 7.4
Total All Levels Auth. 6.5 6.4 5.8 9.9 6.4 5.6 7.7 6.5 5.9
Total All Levels Unauth. 0.5 3 1.5 0.1 2.9 1.6 0.9 2.7 1.5
Page 34
6.2 Destination
2012 2012 2012 2012 2013 2013 2013 2013 2014 2014 2014 2014
Leave Reason School School Index DECS School School Index DECS School School Index DECS
Leave Reason No % % % No % % % No % % %
Employment 1 14.30% 1.80% 2.90% 2.10% 3.00% 1.90% 2.90%
Interstate/Overseas 1 14.30% 9.80% 9.10% 9.50% 10.10% 1 20.00% 11.30% 9.50%
Other 0.80% 2.30% 0.50% 1.40% 0.70% 1.40%
Seeking Employment 1.70% 3.30% 1.40% 3.60% 1.70% 3.80%
Tertiary/TAFE/Training 5.30% 4.20% 5.60% 4.60% 5.10% 3.60%
Transfer to Non-Gov Sch 12.30% 9.80% 1 33.30% 13.30% 9.70% 12.40% 9.80%
Transfer to SA Govt Schl 5 71.40% 47.00% 48.00% 2 66.70% 46.80% 47.40% 4 80.00% 47.30% 48.80%
Unknown 21.20% 20.40% 20.90% 20.10% 19.70% 20.30%
Unknown 0.00%
Total 7 3 5
Page 35
7. CLIENT OPINION
Overview Report
Survey Name: KM Parent Survey 2014 & 2015 Segment: ALL SEGMENTS
Criteria: None
Criteria Respondents: 43 Total Respondents: 43 (100.00%)
Filters: Language background = Chinese####English School = SA School For Vision Impaired, PARK HOLME, SA 2015 2014
Answer Responses Responses Year level in at school
2015 2014 Difference
Preschool 0 0 0
Prep/Reception 8 6 2
Year 1 7 2 5
Year 2 11 9 2
Year 3 5 4 1
Year 4 5 4 1
Year 5 3 2 1
Year 6 3 3 0
Year 7 7 1 6
Year 8 or above 0 0 0
Question Respondents: 42 24
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HOW IMPORTANT IS IT THAT: 1. your child learns about different cultures, families and ways of living
2015 2014 Difference
Not at all important 0 0 0
Somewhat important 0 0 0
Important 4 3 1
Very important 16 9 7
Extremely important 23 12 11
Question Respondents: 43 24 19
Score: 88.84% 87.50% 1.34%
Average Score: 4.44 4.38 0.06
Median Score: 5 4.5 0.5
2. your child learns about where to go and how to ask for help when they need it
2015 2014 Difference
Not at all important 0 0 0 Somewhat important 0 0 0 Important 1 0 1 Very important 5 4 1 Extremely important 37 20 17 Question Respondents: 43 24 19 Score: 96.74% 96.67% 0.07% Average Score: 4.84 4.83 0.01 Median Score: 5 5 0
3. your child participates in activities that promote positive relationships among all children
2015 2014 Difference
Not at all important 0 0 0 Somewhat important 0 0 0 Important 0 0 0 Very important 6 5 1 Extremely important 36 18 18 Question Respondents: 42 23 19 Score: 97.14% 95.65% 1.49% Average Score: 4.86 4.78 0.08 Median Score: 5 5 0
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4. the school provides information about parenting and child development
2015 2014 Difference
Not at all important 0 0 0
Somewhat important 0 0 0
Important 9 4 5
Very important 18 10 8
Extremely important 16 10 6
Question Respondents: 43 24 19
Score: 83.26% 85.00% -1.74%
Average Score: 4.16 4.25 -0.09
Median Score: 4 4 0
5. the school provides opportunities for parents to develop support networks (e.g. meeting other families)
2015 2014 Difference
Not at all important 0 0 0
Somewhat important 0 0 0
Important 6 4 2
Very important 18 10 8
Extremely important 18 9 9
Question Respondents: 42 23 19
Score: 85.71% 84.35% 1.36%
Average Score: 4.29 4.22 0.07
Median Score: 4 4 0
6. the school provides opportunities for families to engage in activities involving their child
2015 2014 Difference
Not at all important 0 0 0 Somewhat important 0 0 0 Important 3 2 1 Very important 16 9 7 Extremely important 24 13 11 Question Respondents: 43 24 19 Score: 89.77% 89.17% 0.60% Average Score: 4.49 4.46 0.03 Median Score: 5 5 0
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7. the school assists children and families to get help in relation to mental health difficulties
2015 2014 Difference
Not at all important 0 0 0 Somewhat important 0 0 0 Important 4 3 1 Very important 12 8 4 Extremely important 27 13 14 Question Respondents: 43 24 19 Score: 90.70% 88.33% 2.37% Average Score: 4.53 4.42 0.11 Median Score: 5 5 0 "Matrix Score:" 90.30% 89.52% 0.78% Matrix Average Score: 4.52 4.48 0.04
What would you like to know more about?
2015 2014 Difference
getting more involved with the school 19 11 8
getting more involved with the community 4 1 3
access to community health services 6 5 1
parenting information 7 5 2
child development and learning 17 11 6
children's wellbeing and mental health 25 14 11
supporting children with special needs 25 16 9
cultural diversity and inclusion 11 8 3
the KidsMatter initiative 12 8 4
managing challenging behaviour 25 16 9
building resilience 26 16 10
dealing with bullying 22 13 9
dealing with trauma 12 7 5
cyber safety 12 7 5
healthy family relationships and separation 17 10 7
others 0 0 0
Question Respondents: 38 22 16
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HOW MUCH DO YOU AGREE THAT: 1. The school respects and values my family's beliefs and wishes
2015 2014 Difference
Strongly Disagree 0 0 0
Disagree 0 0 0
Don't know 3 2 1
Agree 14 11 3
Strongly Agree 24 11 13
Question Respondents: 41 24 17
Score: 90.24% 87.50% 2.74%
Average Score: 4.51 4.38 0.13
Median Score: 5 4 1
2. The school provides a safe and caring environment for my child
2015 2014 Difference
Strongly Disagree 0 0 0
Disagree 0 0 0
Don't know 0 0 0
Agree 9 6 3
Strongly Agree 32 18 14
Question Respondents: 41 24 17
Score: 95.61% 95.00% 0.61%
Average Score: 4.78 4.75 0.03
Median Score: 5 5 0
3. I feel that I can participate in decisions that affect my child at school
2015 2014 Difference
Strongly Disagree 0 0 0
Disagree 0 0 0
Don't know 6 5 1
Agree 5 2 3
Strongly Agree 27 14 13
Question Respondents: 38 21 17
Score: 91.05% 88.57% 2.48%
Average Score: 4.55 4.43 0.12
Median Score: 5 5 0
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4. I am satisfied with the way the school communicates with me
2015 2014 Difference
Strongly Disagree 0 0 0
Disagree 1 1 0
Don't know 4 3 1
Agree 8 5 3
Strongly Agree 25 12 13
Question Respondents: 38 21 17
Score: 90.00% 86.67% 3.33%
Average Score: 4.5 4.33 0.17
Median Score: 5 5 0
5. I feel welcome when visiting my child's school
2015 2014 Difference
Strongly Disagree 0 0 0
Disagree 0 0 0
Don't know 0 0 0
Agree 7 4 3
Strongly Agree 34 20 14
Question Respondents: 41 24 17
Score: 96.59% 96.67% -0.08%
Average Score: 4.83 4.83 0
Median Score: 5 5 0
6. I feel that my child's teacher cares about my child
2015 2014 Difference
Strongly Disagree 1 1 0
Disagree 0 0 0
Don't know 1 1 0
Agree 7 3 4
Strongly Agree 32 19 13
Question Respondents: 41 24 17
Score: 93.66% 92.50% 1.16%
Average Score: 4.68 4.62 0.06
Median Score: 5 5 0
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7. I am comfortable talking to my child’s teacher about my child.
2015 2014 Difference
Strongly Disagree 0 0 0
Disagree 2 2 0
Don't know 0 0 0
Agree 10 6 4
Strongly Agree 28 15 13
Question Respondents: 40 23 17
Score: 92.00% 89.57% 2.43%
Average Score: 4.6 4.48 0.12
Median Score: 5 5 0
8. I know how to help my child do well in school
2015 2014 Difference
Strongly Disagree 0 0 0
Disagree 1 0 1
Don't know 6 4 2
Agree 17 11 6
Strongly Agree 16 8 8
Question Respondents: 40 23 17
Score: 84.00% 83.48% 0.52%
Average Score: 4.2 4.17 0.03
Median Score: 4 4 0
9. I am satisfied with how my child is progressing socially, emotionally and behaviourally
2015 2014 Difference
Strongly Disagree 0 0 0 Disagree 7 4 3 Don't know 5 4 1 Agree 11 6 5 Strongly Agree 18 10 8 Question Respondents: 41 24 17 Score: 79.51% 78.33% 1.18% Average Score: 3.98 3.92 0.06 Median Score: 4 4 0
Page 42
10. The school sets clear, high expectations for student behaviour
2015 2014 Difference
Strongly Disagree 0 0 0
Disagree 1 0 1
Don't know 2 2 0
Agree 11 8 3
Strongly Agree 26 14 12
Question Respondents: 40 24 16
Score: 91.00% 90.00% 1.00%
Average Score: 4.55 4.5 0.05
Median Score: 5 5 0
11. I feel comfortable asking staff about parenting and child development
2015 2014 Difference
Strongly Disagree 0 0 0
Disagree 1 1 0
Don't know 8 5 3
Agree 8 6 2
Strongly Agree 23 11 12
Question Respondents: 40 23 17
Score: 86.50% 83.48% 3.02%
Average Score: 4.33 4.17 0.16
Median Score: 5 4 1
12. School staff are supportive of parents who may be experiencing particular challenges in their life
2015 2014 Difference
Strongly Disagree 0 0 0 Disagree 0 0 0 Don't know 9 8 1 Agree 6 3 3 Strongly Agree 26 13 13 Question Respondents: 41 24 17 Score: 88.29% 84.17% 4.12% Average Score: 4.41 4.21 0.2 Median Score: 5 5 0
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13. School staff are respectful and sensitive to children experiencing social, emotional and behavioural difficulties
2015 2014 Difference
Strongly Disagree 0 0 0
Disagree 0 0 0
Don't know 7 6 1
Agree 8 5 3
Strongly Agree 26 13 13
Question Respondents: 41 24 17
Score: 89.27% 85.83% 3.44%
Average Score: 4.46 4.29 0.17
Median Score: 5 5 0
14. Children at the school have someone they can talk to if they need help or advice
2015 2014 Difference
Strongly Disagree 0 0 0 Disagree 0 0 0 Don't know 9 7 2 Agree 8 5 3 Strongly Agree 24 12 12 Question Respondents: 41 24 17 Score: 87.32% 84.17% 3.15% Average Score: 4.37 4.21 0.16 Median Score: 5 4.5 0.5
15. The school makes use of outside support services to assist children who are experiencing difficulties
2015 2014 Difference
Strongly Disagree 0 0 0
Disagree 0 0 0
Don't know 9 6 3
Agree 7 5 2
Strongly Agree 25 13 12
Question Respondents: 41 24 17
Score: 87.80% 85.83% 1.97%
Average Score: 4.39 4.29 0.1
Median Score: 5 5 0
"Matrix Score:" 89.52% 87.46% 2.06%
Matrix Average Score: 4.48 4.37 0.11
"Total Score:" 89.78% 88.12% 1.66%
Total Average Score: 4.49 4.41 0.08
Page 44
Overview Report
Survey Name: KidsMatter Staff Survey Segment: ALL SEGMENTS
Criteria: None
Criteria Respondents: 44 Total Respondents: 44 (100.00%)
Filters: School = SA School For Vision Impaired, PARK HOLME, SA Quarter = 2015 Q3: Jul - Sep
Answer Responses
Component 1
1. Supporting students' mental health and wellbeing is a central part of my role.
2015 2014 Difference
Strongly Disagree 0 2 -2
Disagree 0 0 0
Neutral 0 1 -1
Agree 5 9 -4
Strongly Agree 17 21 -4
Question Respondents: 22 33
Score: 95.45% (105/110) 88.48% (146/165)
Average Score: 4.77 4.42
Median Score: 5 5
2. Our school can make a real difference towards improving students' mental health and wellbeing.
2015 2014 Difference
Strongly Disagree 0 0 0
Disagree 0 1 -1
Neutral 0 2 -2
Agree 6 10 -4
Strongly Agree 16 20 -4
Question Respondents: 22 33
Score: 94.55% (104/110) 89.70% (148/165)
Average Score: 4.73 4.48
Median Score: 5 5
Page 45
3. Supporting students' mental health and wellbeing helps reduce behavioural problems and improves their academic learning outcomes.
2015 2014 Difference
Strongly Disagree 0 0 0
Disagree 0 1 -1
Neutral 0 0 0
Agree 4 7 -3
Strongly Agree 18 25 -7
Question Respondents: 22 33
Score: 96.36% (106/110)
93.94% (155/165)
Average Score: 4.82 4.7
Median Score: 5 5
4. I understand who makes up our school community and what's important to them.
2015 2014 Difference
Strongly Disagree 0 0 0
Disagree 1 9 -8
Neutral 1 4 -3
Agree 12 12 0
Strongly Agree 8 8 0
Question Respondents: 22 33 Score: 84.55% (93/110) 71.52% (118/165)
Average Score: 4.23 3.58
Median Score: 4 4
5. Making the time to get to know students is a priority for me.
2015 2014 Difference
Strongly Disagree 0 0 0
Disagree 0 2 -2
Neutral 0 2 -2
Agree 6 6 0
Strongly Agree 16 23 -7
Question Respondents: 22 33
Score: 94.55% (104/110) 90.30% (149/165)
Average Score: 4.73 4.52
Median Score: 5 5
Page 46
6. I feel valued and respected at our school.
2015 2014 Difference
Strongly Disagree 0 0 0
Disagree 0 0 0
Neutral 1 5 -4
Agree 10 14 -4
Strongly Agree 11 14 -3
Question Respondents: 22 33 Score: 89.09% (98/110) 85.45% (141/165)
Average Score: 4.45 4.27
Median Score: 4.5 4
7. Relationships between staff members are respectful and responsive.
2015 2014 Difference
Strongly Disagree 0 0 0
Disagree 0 1 -1
Neutral 1 4 -3
Agree 17 20 -3
Strongly Agree 4 8 -4
Question Respondents: 22 33 Score: 82.73% (91/110) 81.21% (134/165)
Average Score: 4.14 4.06
Median Score: 4 4
8. Relationships between staff and students are respectful and responsive.
2015 2014 Difference
Strongly Disagree 0 0 0
Disagree 0 4 -4
Neutral 0 6 -6
Agree 16 17 -1
Strongly Agree 6 6 0
Question Respondents: 22 33 Score: 85.45% (94/110) 75.15% (124/165)
Average Score: 4.27 3.76
Median Score: 4 4
Page 47
9. Relationships between staff and families are respectful and responsive.
2015 2014 Difference
Strongly Disagree 0 0 0
Disagree 0 5 -5
Neutral 0 5 -5
Agree 7 15 -8
Strongly Agree 15 8 7
Question Respondents: 22 33
Score: 93.64% (103/110) 75.76% (125/165)
Average Score: 4.68 3.79
Median Score: 5 4
10. Members of our school community feel welcome and included, and this is reflected in our policies and practices.
2015 2014 Difference
Strongly Disagree 0 0 0 Disagree 0 1 -1 Neutral 1 9 -8 Agree 7 15 -8 Strongly Agree 14 8 6 Question Respondents: 22 33
Score: 91.82% (101/110) 78.18% (129/165)
Average Score: 4.59 3.91
Median Score: 5 4
11. Our school has specific policies and practices that promote inclusion and a safe environment.
2015 2014 Difference
Strongly Disagree 0 0 0 Disagree 0 0 0 Neutral 2 4 -2 Agree 6 17 -11 Strongly Agree 14 12 2 Question Respondents: 22 33
Score: 90.91% (100/110) 84.85% (140/165)
Average Score: 4.55 4.24
Median Score: 5 4
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12. Our school communicates in a variety of ways to meet the diverse needs of our students and families.
2015 2014 Difference
Strongly Disagree 0 0 0 Disagree 0 1 -1 Neutral 1 8 -7 Agree 11 14 -3 Strongly Agree 10 10 0 Question Respondents: 22 33
Score: 88.18% (97/110) 80.00% (132/165) Average Score: 4.41 4
Median Score: 4 4
13. The contributions of diverse cultures and groups is encouraged in our school.
2015 2014 Difference
Strongly Disagree 0 0 0
Disagree 0 2 -2
Neutral 5 8 -3
Agree 6 11 -5
Strongly Agree 11 12 -1
Question Respondents: 22 33 Score: 85.45% (94/110) 80.00% (132/165)
Average Score: 4.27 4
Median Score: 4.5 4
14. Our school offers diverse opportunities for students and families to participate in a range of activities
(e.g., special projects, social and community activities)
2015 2014 Difference
Strongly Disagree 0 1 -1 Disagree 0 4 -4 Neutral 0 6 -6 Agree 6 18 -12 Strongly Agree 15 4 11 Question Respondents: 21 33
Score: 94.29% (99/105) 72.12% (119/165) Average Score: 4.71 3.61
Median Score: 5 4
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15. Our school provides opportunities for all members of the school community to share their views and contribute to school decisions.
2015 2014 Difference
Strongly Disagree 0 1 -1
Disagree 1 8 -7
Neutral 2 5 -3
Agree 11 16 -5
Strongly Agree 8 3 5
Question Respondents: 22 33
Score: 83.64% (92/110) 67.27% (111/165)
Average Score: 4.18 3.36
Median Score: 4 4
"Matrix Score:" 90.03% (1481/1645)
80.93% (2003/2475)
Matrix Average Score: 4.5 4.05
Component 2 First time staff surveyed
52 SASVI Staff given survey
22 responses received (-10 on 2014)
1. Improving students' social and emotional skills supports their academic learning.
2015 2014
Strongly Disagree 0 0
Disagree 0 0
Neutral 1 0
Agree 0 0
Strongly Agree 20 0
Question Respondents: 21 0
Score: 98.10% (103/105) 0.00% (0/0)
Average Score: 4.9 0
Median Score: 5 0
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2. There are many benefits from teaching social and emotional learning in my classroom, like improved behaviour and learning.
2015 2014
Strongly Disagree 0 0
Disagree 0 0
Neutral 1 0
Agree 1 0
Strongly Agree 18 0
Question Respondents: 20 0
Score: 97.00% (97/100) 0.00% (0/0)
Average Score: 4.85 0
Median Score: 5 0
3. I know about the social and emotional skills that children need to effectively manage feelings and behaviours, get on with others, make
appropriate decisions, and solve problems.
2015 2014
Strongly Disagree 0 0
Disagree 0 0
Neutral 0 0
Agree 13 0
Strongly Agree 8 0
Question Respondents: 21 0
Score: 87.62% (92/105) 0.00% (0/0)
Average Score: 4.38 0
Median Score: 4 0
4. I know how to teach social and emotional skills to my students.
2015 2014
Strongly Disagree 0 0
Disagree 1 0
Neutral 3 0
Agree 13 0
Strongly Agree 4 0
Question Respondents: 21 0
Score: 79.05% (83/105)
0.00% (0/0)
Average Score: 3.95 0
Median Score: 4 0
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5. It is important that the social and emotional curriculum focuses on developing competencies for self-awareness, self-management, social
awareness, relationship skills and responsible decision making.
2015 2014
Strongly Disagree 0 0
Disagree 0 0
Neutral 0 0
Agree 5 0
Strongly Agree 17 0
Question Respondents: 22 0
Score: 95.45% (105/110) 0.00% (0/0)
Average Score: 4.77 0
Median Score: 5 0
6. Our school is guided by evidence when it selects social and emotional learning programs for students.
2015 2014
Strongly Disagree 0 0 Disagree 0 0 Neutral 10 0 Agree 6 0 Strongly Agree 6 0 Question Respondents: 22 0 Score: 76.36% (84/110) 0.00% (0/0) Average Score: 3.82 0 Median Score: 4 0
7. Social and emotional skills are taught formally and integrated as part of the regular curriculum at our school.
2015 2014
Strongly Disagree 0 0
Disagree 2 0
Neutral 5 0
Agree 9 0
Strongly Agree 6 0
Question Respondents: 22 0
Score: 77.27% (85/110) 0.00% (0/0)
Average Score: 3.86 0
Median Score: 4 0
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8. Teaching of social and emotional learning is viewed holistically in our curriculum.
2015 2014
Strongly Disagree 0 0
Disagree 0 0
Neutral 5 0
Agree 8 0
Strongly Agree 9 0
Question Respondents: 22 0
Score: 83.64% (92/110) 0.00% (0/0)
Average Score: 4.18 0
Median Score: 4 0
9. I am a role model to students of social and emotional skills.
2015 2014
Strongly Disagree 0 0
Disagree 0 0
Neutral 2 0
Agree 8 0
Strongly Agree 12 0
Question Respondents: 22 0
Score: 89.09% (98/110) 0.00% (0/0)
Average Score: 4.45 0
Median Score: 5 0
10. I actively support students in developing social and emotional skills through daily interactions.
2015 2014
Strongly Disagree 0 0 Disagree 0 0 Neutral 0 0 Agree 5 0 Strongly Agree 17 0 Question Respondents: 22 0 Score: 95.45% (105/110) 0.00% (0/0)
Average Score: 4.77 0 Median Score: 5 0
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11. I provide opportunities for students to practise and adapt their social and emotional skills in a range of daily interactions in and out of the classroom.
2015 2014
Strongly Disagree 0 0
Disagree 0 0
Neutral 5 0
Agree 7 0
Strongly Agree 10 0
Question Respondents: 22 0
Score: 84.55% (93/110) 0.00% (0/0)
Average Score: 4.23 0
Median Score: 4 0
12. Information is provided to families about our school's approach to social and emotional learning.
2015 2014
Strongly Disagree 0 0 Disagree 0 0 Neutral 5 0 Agree 11 0 Strongly Agree 5 0 Question Respondents: 21 0 Score: 80.00% (84/105) 0.00% (0/0) Average Score: 4 0 Median Score: 4 0
13. I work collaboratively with families in developing students' social and emotional skills.
2015 2014
Strongly Disagree 0 0
Disagree 0 0
Neutral 11 0
Agree 6 0
Strongly Agree 5 0
Question Respondents: 22 0
Score: 74.55% (82/110) 0.00% (0/0)
Average Score: 3.73 0
Median Score: 3.5 0
"Matrix Score:" 85.93% (1203/1400) 0.00% (0/0)
Matrix Average Score: 4.3 0
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My School website http://www.myschool.edu.au/
8. ACCOUNTABILITY
8.1 Criminal History Screening
A report on the processes for ensuring compliance with the DECD Criminal History Screening Summary for Site Leaders document. http://www.decd.sa.gov.au/docs/documents/1/ChsSummaryforSiteLeaders.pdf
8.3 HUMAN RESOURCES - Workforce Data
8.3.1 Teacher Qualifications All teachers at this school are qualified and registered with the SA Teachers Registration Board.
Qualification Level Number of
Qualifications
Bachelor Degrees or Diplomas 52
Post Graduate Qualifications 39
Please note: Staff that have more than 1 qualification will be counted more than once in the above qualification table. Therefore the total number of staff by qualification type may be more than the total number of teaching staff.
8.3.2 Workforce Composition including Indigenous staff
Workforce Composition Teaching Staff Non-Teaching Staff
Indigenous Non Indigenous Indigenous Non Indigenous
Full-time Equivalents 0 25.7 0.83 13.22
Persons 0 31 1 20