School Strategic Plan for Jacana School for Autism

School Number 55552014 – 2018 (DRAFT 01.01.15)

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Endorsements

Endorsement by School Principal

Signed

Name: Corinne Pupillo

Date: 05 12 2014

Endorsement by School Council

Signed……………………………………….

Name: Lisa Sette

Date……………………………………………

School Council President’s endorsement represents endorsement of School Strategic Plan by School Council

Endorsement by the delegate of the Secretary

Signed……………………………………….

Name………………………………………….

Date……………………………………………

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School ProfilePurpose Jacana School for Autism fosters resilience and lifelong learning enabling students to be active participants in family and

community life.Students are supported by a committed professional multi-disciplinary team, working towards developing their personal and educational potential. The school strives to continually develop highly customised teaching and learning programs in line with evidence based practice in a safe and supportive environment.

Values Students are supported by a committed professional multi-disciplinary team, working towards developing their personal and educational potential.Jacana School for Autism is committed to the provision of a first class learning and recreational environment that is stimulating and which promotes positive educational, social and emotional interactions between staff, students and the community.Our school community values of:

Respect Responsibility Empathy

are imbedded in all school policies and practices.

These values are supported by the school wide implementation of evidence based approaches to the management of students with ASD and the Positive Behaviour Support Program to assist students in reflecting upon and enhancing their learning and social interactions.

The school strives to continually develop highly customised teaching and learning programs in line with evidence based practice in a safe and supportive environment. With the core values of RESPECT, RESPONSIBILITY & EMPATHY underpinning all the work.

Positive partnerships with all members of the school and wider community further support our commitment to these values.

Environmental Context Jacana School for Autism (JSA) commenced operations in January 2013 as the autism specific educational facility for the North Western Victorian Region (NWVR). Jacana School for Autism (JSA) is a State Government specialist school that exclusively addresses the educational needs of students with Autism Spectrum Disorders. The school was established in 2013 to meet the growing needs of students with ASD in the Northern Metropolitan Region. Many students also present with a range of associated disabilities and conditions.

Prior to 2013, JSA was a campus of the Northern School for Autism (NSA). The Jacana Campus of NSA was co-located

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with the Jacana Primary School until the school vacated the site from January 2009. JSA now operates eight (8) classrooms within the existing wings of Jacana Primary School with a further fifteen (15) classrooms operating in relocatable buildings. There are twenty five (25) classrooms in total and an enrolment ceiling of 200 is in place.

After a long community consultation process the schools undertook a demerger and became 2 autonomous schools in the NWVR catering for students funded on the Program for Students with Disabilities under the Autism Spectrum Disorder category. The schools have agreed in principle to be “Sister Schools” in to the future but no formal partnerships were formed after the de merger. The current student population is 200 and JSA now occupies the entire school site.In the previous strategic plan, NSA/JSA found it extremely difficult to employ suitably qualified and/or experienced teaching staff and consequently professional development has been a high priority focus over the schools short history. In 2014 JSA experienced a 25% staff turn over. This continues to be a challenge as the school aims to recruit teachers with Special Education Qualification.

JSA implements AusVELS curriculum that provides a single, coherent and comprehensive set of prescribed content and common achievement standards. Students work at the level appropriate their development. AusVELS begins with Levels A- D which are working Towards Foundation Level AusVELS.  AusVELS levels – Foundation to Year 10 Levels incorporates the Australian Curriculum F–10 within the curriculum framework. There are three strands of learning: Physical, Personal and Social Learning; Discipline-based Learning; and Interdisciplinary Learning.

On going staff training is a challenge with the introduction of a more target approach to professional learning as well as the distributive leadership model has enabled the leadership team to be more effective in the delivery of professional learning. The introduction of trial Professional Learning Teams was also introduced in 2013 with very positive outcomes, this will continue in 2014.

Our staff are a highly dedicated cohort and work for enhanced outcomes for our students. Staff do, however, experience student outbursts of seriously challenging behaviours on an ongoing basis and this is a real concern for leadership. Generally classes have a ratio of eight students to three staff, team effectiveness is imperative for better student outcomes. Distributive leadership and building effective teams models has been a focus area for the previous strategic plan, and there is a need continue the model in to the future.

Pressure on enrolments into the future has prompted a review of class structure and a more flexible class size model is being implemented in 2015. Providing a mainstream model experience for some students.The school offers support to families via our Family Support Group Meetings. The Student Transition and Wellbeing coordinator also offers a range of supports for families as well as supporting students attending mainstream schools. An increase in psychology provision from the Primary Welfare funding has been an essential injection of support for student services.Workforce Composition: JSA has 3 Principal Class Officers, 38 Teachers (5 Leading Teachers)and 55.4 Education Support Staff (40.2 TA’s)

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Service Standards Jacana School for Autism believes that to succeed in the world, students need to develop the capacity to: Manage themselves as individuals and in their relations to others. Understand the world in which they live and act effectively in their wider community

Jacana School for Autism will provide students with: A curriculum that supports the individual needs of students, using specific teaching strategies that cater to

students with an Autism Spectrum Disorder. Individual Learning Plans to cater for specific learning needs and styles, focusing on communication, social

/interpersonal skills, personal learning and academic skills. A safe and secure environment that enhances students’ self-esteem and respects students’ dignity. School wide implementation of the Positive Behaviour Support program. Regular participation in the wider community.

This may include: Individual and small group instruction. Speech therapy consultation. Occupational therapy consultation. Psychology consultation. Ongoing professional development for staff. Programs that are informed by current research and evidence based practice

General JSA fosters close links with parents and the broader school community through its commitment to open and

regular communications. JSA commits to the active sharing of its vision and goals to ensure school community engagement in the school’s

strategic plan. JSA guarantees all students access to a broad, balanced and flexible curriculum including skills for learning and

life. JSA provides a safe and stimulating learning environment to ensure all students can achieve their full potential. All students will receive instruction that is adapted to their individual needs.

Specific JSA will respond to all communication by parents and caregivers within 1 working day. Parents will be engaged regularly when their child ‘s behaviour moves away from regular base-line behaviour Where appropriate students will play an active part in the development and review of the school’s school wide

positive behaviour support (PBS) policies and personal Behaviour Management Plans. All teachers will provide individual, timely and targeted feedback to students on their work.

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Strategic Direction

Goals Targets Key Improvement Strategies

Achievement

Achievement refers to both the absolute levels of learning attainment and growth in student learning that schools strive to support.

While recognising that literacy and numeracy are essential foundations for students’ success, achievement outcomes encompass a broader view of learning, spanning the full range of curriculum domains, as well as students’ co-curricular achievements.

To develop learners with English (communication/ literacy) and numeracy skills which enable them to develop their educational potential.

School Staff Survey – Principal/Teacher scoresOverall score on Guaranteed & viable curriculum will rise from 276 on the Principal/teacher score to above the 33rd percentile Overall score on school climate –

Teacher Collaboration will rise from 312 to above the 33rd percentile

ABLES Data 20% increase annually in student

improvement for English (Speaking & Listening) domain using ABLES levels from February to October.

20% increase annually in student improvement for English (Reading & Writing) domain using ABLES levels from February to October.

Set benchmark for annual improvement in Mathematics domain using ABLES levels. (When available)

Student achievement data. 90% of students will achieve

‘good or better’ progress against the goals in their individual

Expand the school’s capacity for distributed leadership.

Focus on the development, documentation and embedding of shared evidence based teaching and learning curriculum framework

Extend teacher capacity to use a range of assessment strategies to effectively plan and assess teaching and learning.

Implement high expectations and extension of personalised learning for all students.

Full implementation of the eSmart framework

Embed the PBS Model of escalation for supporting students to regulate behaviour

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learning plans for mathematics (numeracy).

90% of students will achieve ‘good or better’ progress against the goals in their individual learning plans for English (Literacy /communication).

Communication Devices Increase the frequency of use of

AAC systems (e.g. ALDs, PECS, speech generating devices); by staff and students, to support individual student communication and language needs throughout the day.

Expand the use of AAC to support the student’s ability to understand and express a variety of pragmatic functions (e.g. requesting, directing, commenting)

Embed a multimodal approach to communication across the school to increase students capacity for communication and language development

Engagement

Engagement refers to the extent to which students feel connected to and engaged in their learning and with the broader school community.

Engagement spans students’ motivation to learn, as well as their active involvement in learning.

Engagement also refers to students engagement as they make critical

To engage all learners within a learning environment that improves the students’ ability to regulate their attention and emotional state.

Student Attitudes to School Survey Improve the Student Attitudes to

School survey variables of connectedness to peers and school connectedness, stimulating learning and learning confidence.

Edusafe Data Reduce the number of human

agency incidents on the reporting system in regard to students and staff interactions.

Consolidate the implementation of evidence based approaches to teaching students with autism and the school wide behaviour support program

ASD & PBS Coaches to support staff implement the approaches

Embed PBS Model of escalation for supporting students to regulate behaviour

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transitions through school and beyond into further education and work.

(Possible use data from PBS online modules)

Reduce the number of hours of time lost at work due to student and staff interactions.

All staff will increase their capacity to manage student behaviour through the use of online and school based professional learning.

Wellbeing

Students’ health, safety and wellbeing are essential to learning and development. An inclusive, safe, orderly and stimulating environment for learning is critical to achieving and sustaining students’ positive learning experiences.

To foster a supportive school community that nurtures resilience and lifelong learning enabling students to be active participants in family and community life.

Parent Opinion Survey The Transition mean on the

Parent Opinion Survey will increase from …. to ….

The Homework mean on the Parent Opinion Survey will increase from ….. to ….

School Level Report Reduce absences from 20 days

per student to 15 days

Focus on strategies to develop a purposeful interactions with the community through outdoor educationFocus on school programs and processes designed to enhance student wellbeing and student management.

Productivity

Productivity refers to the effective allocation and use of resources, supported by evidence and adapted to the unique contexts of each school.

Successful productivity outcomes exist when a school uses its resources – people, time, space, funding, facilities, community expertise, professional learning, class structures, timetables,

To allocate resources (human, financial, time, space and materials) to maximise learning outcomes for students.

Staff Opinion Survey –Whole School scores scores Overall score on school climate

will rise from 341 on the whole school score to above the 33rd percentile

Parent Opinion Survey The Stimulating Learning mean

on the Parent Opinion Survey will

Allocate resources according to DEECD and school priorities and evaluate their effect using the annual program budget process.

ASD & PBS Coaches Healthy Living Program eLearning committee

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individual learning plans and facilities – to the best possible effect and in the best possible combination to support improved student outcomes and achieve its goals and targets.

increase from …. to …..

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School Strategic Plan 2014- 2017: Indicative Planner

Key Improvement Strategies Actions Achievement Milestone

Achievement

To develop learners with communication, literacy and numeracy skills which enable them to develop their educational potential.

Year 1 Refer to 2014 SSP & AIP

Year 2 To develop a curriculum scope & sequence for English

Introduce Teaching and Learning Coaches (ASD & PBS)

Increase teacher capacity to identify students’ entry skills and to use this information to develop, implement and assess SMART goals (Research Project)

Increase the use of technology as a learning tool across the school in English and Mathematics

Explore AAC options for students & provide professional development for staff

A documented English Scope and Sequence reflecting assessment tools and resources up to level 4

Staff operating under the PBS & Teaching & Learning Protocols

A whole school (system) approach is established for assessing and moderating student performance and developing and monitoring ILP’s

Staff using technology for educational purposes

Increase communication system options for students requiring devices

Year 3 Continue to develop scope & sequence for English including assessment tools and resources

To develop curriculum scope & sequence for Mathematics

A documented English Scope and Sequence reflecting assessment tools and resources used across the school

A documented Mathematics Scope and Sequence reflecting assessment tools and resources up to level 4

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Maintain the use of ICT in the areas of English and Mathematics

JSA eLearning survey demonstrates an increase in educational use of technology in English & Mathematics compared to recreational use.

Year 4 Continue to develop curriculum scope & sequence for Mathematics

Embed technology as a learning tool across the school in English and Mathematics

Evaluation of ICT as an educational tool using JSA eLearning staff survey

A documented Mathematics Scope and Sequence reflecting assessment tools and resources used across the school

JSA eLearning survey demonstrates an increase in educational use of technology in English & Mathematics

Embedded school practice in all areas of eSmart.

Year 5 School review/Self evaluation

- External school review report

Engagement

To engage all learners within a learning environment that improves the students’ ability to regulate their attention and emotional state.

Year 1 Refer to 2014 SSP & AIP

Year 2 Introduce Teaching and Learning Coaches (ASD & PBS)

Audit & establish transition processes across settings / class to class etc.

Monitor consistency of staff knowledge and skills to implement the strategies and techniques identified in the evidence based approaches to teaching students with autism.

Provide ongoing professional development for all teachers in AusVEL’s

Staff operating under the PBS Framework & Teaching & Learning Protocols

Individual student transition plans with all supporting documentation.

Staff regularly provide feedback to colleagues about the application of evidence based approaches to teaching students with ASD in their program, facilitated by ASD Coach.

Well established PLT’s to support the development of effective teaching

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science & Maths

Expand JSA Social Skills programs across the school

and learning in line with effective ILP goals.

Audit and evaluate current practice of programs and activities

Year 3 Provide ongoing professional development for all staff in AusVEL’s in Personal Learning

Implement Social Skills program

Implementation of individual transition plans for students.

A documented Personal Learning Scope and Sequence reflecting assessment tools and resources

Documented JSA social skills programs and activities.

Documented implementation of individual student transition plans

Year 4 Implemented Personal Learning scope and sequence

Continue to implement Social Skills programs

Continue to implementation and student transitions profile and plans across the school

Embedded assessment tools and resources for Personal Learning used consistently across the school.

Embedded Social Skills programs across all year levels

Embedded Transition profile and plans used across all year levels of the school

Year 5 School review/Self evaluation

- External school review report

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Wellbeing

To foster a supportive school community that nurtures resilience and lifelong learning enabling students to be active participants in family and community life.

Year 1 Refer to 2014 SSP & AIP

Year 2 Investigate H&PE Programs for students with ASD

Provide professional learning around eSmart cyber-safety practices

Strengthen School Wide Positive Behaviour Support (SW-PBS) through establishing PBS team

Purchase an effective school based H&HR Program. All staff complete training

Accreditation as an eSmart school.

Implementation of a SW- PBS team

Year 3 Implementation of H&HR Program

Continue to provide professional learning around eSmart practices

Continue to strengthen SW- PBS across school

Documented whole school approach to H&HR

Sustaining in all areas of eSmart

Documented SW- PBS framework

Year 4 Continue to implement to H&HR Program

Imbedded eSmart culture across the school.

Continue to implement the SW-PBS

Implementation of the whole school approach to H&HR

eSmart embedded in school practices

SW- PBS framework fully implemented

Year 5 School review/Self evaluation

- External school review report

Productivity

To allocate resources (human, financial, time, space

Year 1 Refer to 2014 SSP & AIP

Year 2 Employ ASD Coach (LT) to develop survey to assess staff ASD knowledge and skills

To develop ASD Manual/Resource Book with comprehensive processes (including referral) and

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and materials) to maximise learning outcomes for students. Employ PBS Coach (LT) to develop

survey to assess staff PBS knowledge and skills

Continuation of Healthy LivingCo-ordinator Role (ES 1-2) & Introduction of the Homecrafts/Food Tech Teacher

Timetable eLearning committee on yearly planner allocate budget to reflect 4 year plan

Allocate funds for the 2015 Master budget support whole school professional learning plan

information for all staff To develop PBS Manual/ Resource

Book with comprehensive processes (including referral) and information for all staff

To develop documented Homecrafts/Food Tech programs

4 year eLearning resource plan developed

Implementation of the 2015 Professional Learning Plan

Year 3 ASD Coach (LT) to identify professional needs and support staff to build ASD knowledge and skills

PBS Coach (LT) to identify professional needs and support staff to build PBS knowledge and skills

Continuation of Healthy LivingCo-ordinator Role (ES 1-2) & Homecrafts/Food Tech Teacher

Timetable eLearning committee on yearly planner allocate budget to reflect 4 year plan

To develop ASD Manual/Resource Book with comprehensive processes (including referral) and information for all staff

To develop PBS Manual/ Resource Book with comprehensive processes (including referral) and information for all staff

To implement documented Homecrafts/Food Tech programs

Implement 4 year eLearning plan to reflect increase in English and Mathematics usage

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Allocate funds for the 2016 Master budget support whole school professional learning plan

Full implementation of the whole school 2016 Professional Learning Plan

Year 4 ASD Coach (LT) to continue to identify professional needs and support staff to build ASD knowledge and skills

PBS Coach (LT) to continue to identify professional needs and support staff to build PBS knowledge and skills

Continuation of Healthy LivingCo-ordinator Role (ES 1-2) & Homecrafts/Food Tech Teacher

Timetable eLearning committee on yearly planner allocate budget to reflect 4 year plan

Allocate funds for the 2017 Master budget support whole school professional learning plan

Development and implementation of an ASD Manual/Resource Book with comprehensive processes (including referral) and information for all staff

Development and implantation of a PBS Manual/ Resource Book with comprehensive processes (including referral) and information for all staff

To continue to implement and review documented Homecrafts/Food Tech programs

Implement 4 year eLearning plan to reflect increase in English and Mathematics usage

Full implementation of the 2016 whole school professional learning plan

Year 5 School review/Self evaluation

- External school review report

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