SA SCHOOL FOR VISION IMPAIRED Annual Report 2015sasvi.sa.edu.au/docs/annual_report.pdf · Approved...

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

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

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

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

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.

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.

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

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.

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.

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

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

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.

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

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.

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


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

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


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

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


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



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


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

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 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)

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.


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.

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


supported in their work.

Provide regular opportunities for staff to reflect on and celebrate achievements and

special occasions.



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)


supported in their work.


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

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 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.

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 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

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

http://www.decd.sa.gov.au/SchoolFundingReform/

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

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

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



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.



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

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

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)

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+.

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


Grammar

Grammar

Reading

Reading

Spelling

Spelling

Writing

Writing

Numeracy

Numeracy


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


Grammar

Grammar Reading

Reading

Spelling

Spelling Writing Writing Numeracy Numeracy


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

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

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

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

HOW IMPORTANT IS IT THAT: 1. your child learns about different cultures, families and ways of living


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


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



4. the school provides information about parenting and child development




Important 9 4 5




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)




Important 6 4 2




Score: 85.71% 84.35% 1.36%


Median Score: 4 4 0

6. the school provides opportunities for families to engage in activities involving their child



7. the school assists children and families to get help in relation to mental health difficulties


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?


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


HOW MUCH DO YOU AGREE THAT: 1. The school respects and values my family's beliefs and wishes


Strongly Disagree 0 0 0

Disagree 0 0 0

Don't know 3 2 1

Agree 14 11 3

Strongly Agree 24 11 13


Score: 90.24% 87.50% 2.74%


Median Score: 5 4 1

2. The school provides a safe and caring environment for my child



Disagree 0 0 0

Don't know 0 0 0

Agree 9 6 3



Score: 95.61% 95.00% 0.61%


Median Score: 5 5 0

3. I feel that I can participate in decisions that affect my child at school



Disagree 0 0 0

Don't know 6 5 1

Agree 5 2 3



Score: 91.05% 88.57% 2.48%


Median Score: 5 5 0

4. I am satisfied with the way the school communicates with me



Disagree 1 1 0

Don't know 4 3 1

Agree 8 5 3



Score: 90.00% 86.67% 3.33%


Median Score: 5 5 0

5. I feel welcome when visiting my child's school



Disagree 0 0 0

Don't know 0 0 0

Agree 7 4 3



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



Disagree 0 0 0

Don't know 1 1 0

Agree 7 3 4



Score: 93.66% 92.50% 1.16%


Median Score: 5 5 0

7. I am comfortable talking to my child’s teacher about my child.



Disagree 2 2 0

Don't know 0 0 0

Agree 10 6 4



Score: 92.00% 89.57% 2.43%


Median Score: 5 5 0

8. I know how to help my child do well in school



Disagree 1 0 1

Don't know 6 4 2

Agree 17 11 6



Score: 84.00% 83.48% 0.52%


Median Score: 4 4 0

9. I am satisfied with how my child is progressing socially, emotionally and behaviourally


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

10. The school sets clear, high expectations for student behaviour



Disagree 1 0 1

Don't know 2 2 0

Agree 11 8 3



Score: 91.00% 90.00% 1.00%


Median Score: 5 5 0

11. I feel comfortable asking staff about parenting and child development



Disagree 1 1 0

Don't know 8 5 3

Agree 8 6 2



Score: 86.50% 83.48% 3.02%


Median Score: 5 4 1

12. School staff are supportive of parents who may be experiencing particular challenges in their life


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

13. School staff are respectful and sensitive to children experiencing social, emotional and behavioural difficulties



Disagree 0 0 0

Don't know 7 6 1

Agree 8 5 3



Score: 89.27% 85.83% 3.44%


Median Score: 5 5 0

14. Children at the school have someone they can talk to if they need help or advice


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



Disagree 0 0 0

Don't know 9 6 3

Agree 7 5 2



Score: 87.80% 85.83% 1.97%


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

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.


Strongly Disagree 0 2 -2

Disagree 0 0 0

Neutral 0 1 -1

Agree 5 9 -4

Strongly Agree 17 21 -4


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.



Disagree 0 1 -1

Neutral 0 2 -2

Agree 6 10 -4



Score: 94.55% (104/110) 89.70% (148/165)


Median Score: 5 5

3. Supporting students' mental health and wellbeing helps reduce behavioural problems and improves their academic learning outcomes.



Disagree 0 1 -1

Neutral 0 0 0

Agree 4 7 -3



Score: 96.36% (106/110)

93.94% (155/165)


Median Score: 5 5

4. I understand who makes up our school community and what's important to them.



Disagree 1 9 -8

Neutral 1 4 -3

Agree 12 12 0


Question Respondents: 22 33 Score: 84.55% (93/110) 71.52% (118/165)


Median Score: 4 4

5. Making the time to get to know students is a priority for me.



Disagree 0 2 -2

Neutral 0 2 -2

Agree 6 6 0



Score: 94.55% (104/110) 90.30% (149/165)


Median Score: 5 5

6. I feel valued and respected at our school.



Disagree 0 0 0

Neutral 1 5 -4

Agree 10 14 -4




Median Score: 4.5 4

7. Relationships between staff members are respectful and responsive.



Disagree 0 1 -1

Neutral 1 4 -3

Agree 17 20 -3




Median Score: 4 4

8. Relationships between staff and students are respectful and responsive.



Disagree 0 4 -4

Neutral 0 6 -6

Agree 16 17 -1




Median Score: 4 4

9. Relationships between staff and families are respectful and responsive.



Disagree 0 5 -5

Neutral 0 5 -5

Agree 7 15 -8



Score: 93.64% (103/110) 75.76% (125/165)


Median Score: 5 4

10. Members of our school community feel welcome and included, and this is reflected in our policies and practices.


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)


Median Score: 5 4

11. Our school has specific policies and practices that promote inclusion and a safe environment.


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)


Median Score: 5 4

12. Our school communicates in a variety of ways to meet the diverse needs of our students and families.


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.



Disagree 0 2 -2

Neutral 5 8 -3

Agree 6 11 -5



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)


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

15. Our school provides opportunities for all members of the school community to share their views and contribute to school decisions.


Strongly Disagree 0 1 -1

Disagree 1 8 -7

Neutral 2 5 -3

Agree 11 16 -5



Score: 83.64% (92/110) 67.27% (111/165)


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


Score: 98.10% (103/105) 0.00% (0/0)


Median Score: 5 0

2. There are many benefits from teaching social and emotional learning in my classroom, like improved behaviour and learning.

2015 2014


Disagree 0 0

Neutral 1 0

Agree 1 0

Strongly Agree 18 0


Score: 97.00% (97/100) 0.00% (0/0)


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


Disagree 0 0

Neutral 0 0

Agree 13 0

Strongly Agree 8 0


Score: 87.62% (92/105) 0.00% (0/0)


Median Score: 4 0

4. I know how to teach social and emotional skills to my students.

2015 2014


Disagree 1 0

Neutral 3 0

Agree 13 0

Strongly Agree 4 0


Score: 79.05% (83/105)

0.00% (0/0)


Median Score: 4 0

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


Disagree 0 0

Neutral 0 0

Agree 5 0

Strongly Agree 17 0


Score: 95.45% (105/110) 0.00% (0/0)


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


Disagree 2 0

Neutral 5 0

Agree 9 0

Strongly Agree 6 0


Score: 77.27% (85/110) 0.00% (0/0)


Median Score: 4 0

8. Teaching of social and emotional learning is viewed holistically in our curriculum.

2015 2014


Disagree 0 0

Neutral 5 0

Agree 8 0

Strongly Agree 9 0


Score: 83.64% (92/110) 0.00% (0/0)


Median Score: 4 0

9. I am a role model to students of social and emotional skills.

2015 2014


Disagree 0 0

Neutral 2 0

Agree 8 0

Strongly Agree 12 0


Score: 89.09% (98/110) 0.00% (0/0)


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

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


Disagree 0 0

Neutral 5 0

Agree 7 0

Strongly Agree 10 0


Score: 84.55% (93/110) 0.00% (0/0)


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


Disagree 0 0

Neutral 11 0

Agree 6 0

Strongly Agree 5 0


Score: 74.55% (82/110) 0.00% (0/0)


Median Score: 3.5 0

"Matrix Score:" 85.93% (1203/1400) 0.00% (0/0)

Matrix Average Score: 4.3 0

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

http://www.myschool.edu.au/

http://www.decd.sa.gov.au/docs/documents/1/ChsSummaryforSiteLeaders.pdf

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