Annual Reportmalibuschool.wa.edu.au/wp-content/uploads/2018/06/Annual... · 2018-06-13 · of the...

Annual Report 2017

Introduction 3

Enrolment 3

OurSchoolCommunity 4

SchoolFocusAreas 4

SchoolSelfAssessment 5

StudentAchievementofIEPObjectives 6

TeacherDevelopmentSchool2016–2017 6

Attendance 7

LiteracyAssessment 7

AboriginalCulturalFramework 8

AugmentativeandAlternativeCommunication 9

Numeracy 10

SeniorSchool 12

NationalSchoolOpinionSurvey 13

SpecialistPrograms 14

CaféProgram2017 15

OffsiteWorkExperience2017 17

TheBikeSchoolProgram2017 18

Resourcemanagement 18

Contents

2

M A L I B u S C h O O L A N N u A L R E P O R T 2 0 1 7

AsPrincipalIamprivilegedtopresentinformationaboutourschooltoyou.WeareextremelyproudofourgrowthinthefirstyearofbeinganIndependentPublicSchool;wehavegrownanddevelopedagreatdealoverthisfirsttrimesteroftheBusinessPlan.TheBusinessPlandoesnotdemonstrateallthatoccurswithinourschoolhoweverprovidesafocalpointtodemonstrateourgrowth.InadditiontodatarelatedtotheBusinessPlanpresentedhereisinformationonarangeofprogramstoprovideanoverviewofthedepthandbreadthofeducationatMalibuSchool.

Attheendofsemester2,2017therewere106studentsenrolledatMalibuSchool.Thiscontinuesthetrendofthelast5years.

Note Thegraphandtableincludeonlyfull-timestudents.From2015,Year7studentsaredesignatedassecondary studentsandLowerSecondaryincludesYear7toYear10students.

Student Numbers - Trends

Introduction

Enrolment

Semester 2 2013 2014 2015 2016 2017

Primary(ExcludingKindy) 53 57 48 42 41

LowerSecondary 18 22 31 38 48

upperSecondary 22 23 19 19 17

Total 93 102 98 99 106

110

100

90

80

70

60

50

40

30

20

2013 2014 2015

TotalupperSecondaryLowerSecondaryPrimary

2016 2017

Num

ber

of S

tude

nts

Year

3

Wehaveastrongreputationforprovidingahighqualityeducationforstudentswhoseneedsarehighandcomplex.Ouraimistoprovideasupportiveengagingandspecialistenvironmentinwhichstudentsareencouragedtoaimfora“FutureWithoutLimits”.Groundsandofficestaff,educationassistantsandsocialtrainers,teachersandleadershipmakeupastrongandsupportivecommunitycommittedtoprovidingindividualised,challengingandrewardinglearningexperienceswhichcaterforstudents’uniquelearningneeds.

Parents,caregiversandfamiliesarethepivotalpartnersin meeting the educational needs of our students. Webuild positive relationships with parents/caregivers ineducational planning through a range of formal andinformalprocesses.

MalibuSchooliscommittedtobeingaschoolwithexpertand specialist facilities and programs for our students.Wehaveadeepcommitment toour corepriority areasof Communication, Literacy, STEM, Math’s, PositiveBehaviourSupportandProtectiveEducation(Behaviours)

At the commencement of 2017 Malibu School becameanIndependentPublicSchool;thisisasignificantstepinwhathasbeenarigorousandlongjourneytohighqualityeducation for all underpinned by a vision statement of“AFutureWithoutLimits”.AsanIPSSchoolweengage,

monitor and reflect through three core focusareas to ensure we are strongly

focusedonachievingstrongstudentoutcomes.

Our School Community

School Focus AreasThe Focus Areas are:

• Strongfamilyandcommunityconnections

• Safe,inclusiveandcaringlearningenvironment

• highqualityteaching

4


ThisdocumentsummarisesthedatacollectedbyMalibuSchooltoinformjudgementsaboutschooleffectivenessandtodevelopactionforcontinuousimprovement.Thedataisintendedtoinformtheannualschoolreviewprocessleadingtocontinualimprovementsinstudentoutcomes.Finaljudgementsarisingfromtheschoolreviewprocessisincludedinthisreport,whilewhole-schoolstrategiesforimprovementaredescribedintheannualBusinessPlan.

In using self-assessment as a tool for demonstratingaccountabilityandachievingcontinuousimprovementtheschoolrequiresthattheprocessbestructuredto:

• Supportandinformclassroompractice

• BerelevanttothecontextofMalibuSchoolanditsstudents

• Reflectiveofthecurrentlevelsofschoolorganisationandstaffdevelopment

• Makeefficientandeffectiveuseofresources

Particularcircumstances,whichaffecttheself-assessmentprocessinourschool,include:

• Arelativelysmallpopulationforstatisticalanalysis

• Theimpactofhealth,well-beingandotherissuesonstudentperformance

• Developmentofageandlevel-appropriateassessmenttools

• Thedifficultyinmakinglike-schoolcomparisonsbecauseofvariationsinstudentselection

Whilstdataonlearningarealevelsprovidescomparabilityforassessments,otherinformationisrequiredtoevaluateperformance and inform decision making at the schoolandclassroomlevel.Standardisedandnon-standardisedassessment data is included in this summary. MalibuSchool values teacher judgement in informing studentachievement. Improving the validity and reliability of allassessmenttypesisanongoingpriority.

School Self Assessment

5

Parents and families are the pivotal partners in meeting the educational needs of our students. We build positiverelationshipswithparentsineducationalplanningthrougharangeofformalandinformalprocesses.

TheIEPProcessatMalibuSchoolframesourstudent learning and includes all LearningAreasexceptLOTE.An IndividualEducationPlan (IEP) is a key document for teachersas they plan, monitor, assess and evaluateteaching and learning programs that arepersonalisedforallstudentsatMalibuSchool.

The curriculum map at Malibu Schoolrecognises that students who are prefoundation require explicit and relevantcontentthatguidestheteachingandlearning.TheMalibucurriculummapisdeepandbroad.

By the endof 2017, targeted and effective professionallearningwasprovidedtomorethan26individualschoolsstate-wideaswellasanumberofschoolsintheMid-WestRegionwhoattendedPLinGeraldton.ThissupportwasprovidedthroughtworoundsofourprimaryTDSInitiatedEvents(2day‘IntroductiontoAAC’PL)andbyrespondingto more than 26 TDS Request For Support Forms. Inaddition,wehavedeliveredpresentationsandworkshopsatShowcaseDays,LearningCommunityConferencesandEducationSupportConferencesaswellas twoNationalConferences (2017 AGOSCI Biennial Conference, 2017AASE Conference) reaching a diverse and significantnumber of other teachers, education assistants and

therapists. Across allforms of our professionallearning experiences this yearwe have reached out to more than400participants.

Feedback from many of our participantsindicated that theyweremotivated to transformand improve their practice and that they wereexperiencingsomesignificantgainsintheirclassroomsandthroughouttheschool.FeedbackalsoindicatedthatstudentshadbegunusingourAACresourcestointeractand participate more effectively and achieve across thecurriculumareas.

Student Achievement of IEP Objectives

Teacher Development School 2016 – 2017

WA Curriculum

F-10 Sequence

ABLEWA

General Capabilities

Dif erentiated Learning

WA

Curric

ulum

EYLF

Kin

derg

arte

n Curric

ulum

ABLE

WA

Indi

vidua

lised

Learning

VET

Endorsed Programs

WA C

urriculum

ABLEWA

Person Centred Planning

WA Curri

culu

m

F-10 Seq

uenc

e

ABLEWA General

Capa

bilit

ies

Endorsed Pro

gram

s

Additional E

duca

tion

Plan

Student

Kindergarten

Year 11-12/13

Pre-Primary Year 6

Year 7-10

6


StudentattendanceatMalibuSchoolissteadilyincreasingeachsemester,althoughisanareathatrequirescontinualrevisionandanalysis.SLThave initiatedvariousstrategiesto increasestudentattendancesuchasStudentReviews,follow-upphonecalls,letters,creatingsupportnetworkssuchasLocalCoordinatorandSchoolBusServicesrelationship.

Therearesixty-fouremergentstudentsatMalibuSchool.TherewasanincreaseintheaveragescoresinallelevenareasoftheemergentBridgePortfolioAssessment.Outofthesixty-fouremergentstudents,twenty-ninestudentshaveshownprogressionintheBridgePortfolioAssessment.Elevenstudentsmayhaveprogressed,howeverthereisno2016datatocomparetheirscoreswith.Themissingdataisduetonewstudentsenteringtheschoolandsomestudentsnotbeingassessedlastyear.

Twostudentshadthesametestscoresaslastyear.Tenstudentshadshownregressionintheirtestscores.

Attendance

Literacy Assessment

Recommendations for 2018

• DevelopandimplementaSchoolAttendanceGuidelinethatadherestotheAttendancePolicy.

• ProvideknowledgetoTeachersabouttheAttendanceGuidelinesandtheirresponsibilities.

• MonitorStudentattendanceregularly.

• ProcessesinplaceforstudentswithintheSevereandModerateAttendanceProfile.

• SeeksupportandreferralforidentifiedSevereAttendanceProfilestudents.

• DevelopguidelinesandproceduresforidentifiedstudentswithintheSevereandModerateAttendanceProfileforsupportandreferrals.


• TheLiteracyPriorityAreaLeader(PAL)tocontinuetosupportteacherstocompletetheBridgePortfolioAssessmentbytheduedateeachsemester.

• Conductmeetingsandfollow-upcontactwithteachersidentifiedasrequiringsupport.

• LiteracyPALtoinformrelevantDeputyPrincipalofincompleteassessmentstoallowfollow-upanddevelopasupportplan.

• IntroducemoderationoftheBridgePortfolioAssessment.

• ProfessionalLearningopportunitiesaroundSelf-SelectedReadingandSharedReading.

• ProfessionalLearningopportunitiesregardingaccessforallstudents.

• Collationofworksamples,photosandvideosofeachelementacrossallelevenquestions.

• Identifyallstudent’salternativepencil,ensuringeachstudentacrosstheschoolhasone.

7

Atcensuson17thFebruary2017 theschoolhad twelveAboriginalstudents identifiedand thirteenstudentson5thAugustcensus.ArepresentativefromtheschoolwenttotheAboriginalCulturalFrameworkProfessionalLearning inSemesterTwoandhadafollow-upmeetingwiththelocalAEIOtodiscussplanning.AplanwasintroducedataSchoolLeadershiplevelwithrolloutfor2018.

Aboriginal Cultural Framework


• ResendtheAboriginalCulturalStandardsFrameworkSurveyoutin2018forincreasedparticipation.

• IncreasestaffawarenessoftheAboriginalCulturalStandardsFrameworkthroughProfessionalLearning,StaffMeetingsandWorkingGroup.

• Increasecollaborative,trustingandrespectfulworkingrelationshipswithparentsandfamilies.(Question2/16/17)

• BuildprofessionalrelationshipswithAboriginalcommunitymembersandlocalorganisationstoworkinpartnershipwiththeschooltoplanevents.(Question3/14)

• IncreaseopportunitiesforAboriginalfamiliestobeactivelyengagedindecision-makingprocessesatawholeschoollevel(SchoolBoard).(Question4/9/20)

• BuildasupportnetworkwithAboriginalcommunitynetworks.(Question5)

• BuildstrongercollaborationwithAboriginalcommunitymemberstoreflectplanningofexpectationsandaspirationsofAboriginalstudents.(Question6/9/16/17).

• IncreasestaffawarenessoflocalhistoricalandcontemporaryculturalcontextswithintheRockingham,KwinanaandMandurahareas.(Question7)

• ExpandtherepertoireofinnovativeapproachestoAboriginaleducation.(Question8)

• Developagreaterknowledgeofthestudents’culture,familyrelationshipsandexperiencestobettersupportclassroomplanning.(Question10/11/12/13/21)

• DevelopphysicalenvironmentswhichreflectculturalheritageofAboriginalstudents.(Question15)

• IntroduceAboriginalstudentstopresent‘WelcometoCountry’atkeyschoolevents.

• AssistAboriginalstudentstoexpandandindividualisethe‘WelcometoCountry’tospecificculturaleventsandsignificance.

• DevelopgreaterrelationshipswithAboriginalfamiliesandcommunitymemberstoassistthestudentswith‘WelcometoCountry’.

• ConductNAIDOCcelebrationsatMalibuSchoolandhaveAboriginalstudentsonaWorkingGrouppriortohelpplanforthecelebration.

• IntroduceaWorkingGroupofStudentLeadershipandprovideopportunitiesforAboriginalstudentsbeapartofthistodiscussculturallysignificantinitiatives.

• ContinueworkingrelationshipwithSafetyBaySeniorhighSchool.

8

In2016,areviewandtrialofavarietyofAACprofileandassessment toolswereexplored; inparticular research forastandardisedtoolwasa focus.Theselectionof theAugmentativeandAlternativeCommunicationProfileToolwasselected.TheProfile isanassessment tool thatmeasuressubjective, functional skills fordevelopingcommunicativecompetenceusingAACsystems;re-evaluatesskilllevel;monitorsprogress.

TheAACProfileToolisanassessmentinfourAreasofLearning;

1. OperationalAreaofLearning,

2. LinguisticAreaofLearning,

3. SocialAreaofLearningand

4. StrategicAreaofLearning.

WithineachAreaofLearningtherearefiveSkillSetLevels.TheSkillSetLevelsrepresentahierarchicalcontinuumofcommunicationabilities.TheyrangefromsimpleandearlyfunctioningtoindependentuseofAACsystemmastery.AtSkillSetLevel1,theAACsystemisusedinabasic,functionalmanner.AtSkillSetLevel5,anindividualhasdemonstratedmasteryoftheAACsystem.

Augmentative and Alternative Communication


• CompletetheAugmentativeandAlternativeCommunication(AACProfile:AContinuumofLearning)twiceforallstudentsin2018tocollectabaselineandcomparisondata.

• Analysethedatatoidentifytargetareastoensureeffectiveplanningandimplementationoflearningintentionstoincreasestudent’scommunicationabilities.


9

InSemesterOne,2017theexplorationofaMathematicsassessmenttobeusedforthestudentsatMalibuSchoolwas researchedand investigated,KimKnowleswascontacted in regards toassessments for studentswithin theABLEWAcurriculum,astherewerenoneavailable,continuedresearchcontinued.InSemesterTwotheprospectoftheABLESAssessmentTool(Mathematics)wasdiscussedaboutbeingreleasedin2018.Inaddition,anassessmentwasselectedfromtheuKthatistargetedatstudentswithdisabilities,theSandwellEarlyNumeracyTest.Resourceswererequiredtoensureaccessforallstudentsandweremadeapriorityforthedevelopmentofthese.

PLwasmadeavailabletostaffe.g.Dr.PaulSwantoenhanceskillsintheareaofMath’s.AmeetingwasorganisedinSemesterOnetomeetwithPaulanddiscussaplanforstudentsbelowFoundationlevel.

Allstudentsin2017hadobjectivesinthethreestrandswithinMathematics;NumberandAlgebra,MeasurementandGeometryandStatisticsandProbability.TherewerelinkstotheWesternAustralianCurriculumandABLEWAwiththeobjectives.

Numeracy


• EnsureobjectivesarewrittenusingtheSMARTgoalsmethod.

• DevelopaScopeandSequenceforMathematics.

• SchoolAttendanceGuidelinestoberevised.

• ReviseobjectivesforstudentswithSevereAttendancestatus.

• ImplementSandwellEarlyNumeracyTestassessmentwithallstudentsinPre-Primary–Year10.

• StafftoanalysethedatafromtheSandwellEarlyNumeracyTest.

• IntroduceawholeschoolapproachtodeliveringMathematics.

• EnsuresufficienttimeofthedeliveryofMathematicsinstructionisimplementedinallclasses.

• DevelopaScopeandSequenceforMathematicsforYear11/12.

• ImplementeffectiveNumeracyassessmentsforYear11/12.

10


• Inordertoprovideacomparisonkeyeventsneedtobeidentifiedinordertocollectattendancedatafor.

• DatafromparentattendanceatonsiteCafétobecollected

Continue to increase the number of families, parents, and guardians engaging with the school.

MalibuSchoolbelievesthatparentsandfamiliesareintegralmembersoftheschoolcommunityandpartnersinthechild’slearning.Openandrespectfulrelationshipsbetweenstaff,students,parentsandfamiliesareessentialforfullsupportofeachstudent.Weactivelyseekcommunitypartnershipstoenhancetheopportunitiesandoutcomesforourstudents.Thedatahereisasnapshotofthewholeschooleventsthatwhereparents,familyandguardianswereinvitedtoattend.

Family Engagement Data 2017

Event Year Attendees

XmasConcert 2016 100

NavyDay 2016 60

FuturesDay 2016 4

Bunningsgarden/sausagesizzle 2016 30

ParentNetworkMeetingMarch 2016 13

AssemblySeptember 2016 30

AssemblyJuly 2016 50

AssemblyApril 2016 45

MorningTea 2016 35

harmonyDay 2017 10

ParentmeetandgreetFebruary 2017 38

PBSDayNovember 2017 20

MarketDayOctober 2017 50

AssemblyJune 2017 40

AssemblyApril 2017 45

XmasConcert 2017 120

NavyDay 2017 56


11

ASDAN is an Endorsed Program throughout the secondary years of schooling at Malibu School.

Students inYear8 to12and those in theiradditional yearengagedwithASDAN in2017.TransitionChallengeandTowardsIndependencearethetwocoursesstudentsfocusedonatMalibuSchoolwitharangeofmoduleswithinthesecoursesbeingmoderated.Studentsparticipated inKnowinghow,MakingChoices,FeelingGood,MovingForwardandTakingtheLeadwithintheTransitionChallengeProgram.MultiSensoryExperience,horticulture,SwimmingSkills,Independent Living Skills, Out in the Community and Animal Care were the focus for students within the TowardsIndependencemodulescompleted.

In201758modulesweresubmittedformoderationwithintheASDANProgramatMalibuSchool,20morethanthatin2016.50studentsparticipatedintheProgramovertheyearfromYear8toYear12.TheincreasewasduetoalargerselectionofASDANunitsavailableandendorsedbySCS.Another factorwas lookingat furtherways tostreamlineASDANrolloutsoallstudentsineachyearwereparticipatingandachievingthesameTransitionChallengemoduleastheirpeers.

Allstudentswhoparticipatedintheprogramweresuccessfulintheirmoderationandachievedtheirmodule/s.

Senior School


• In2018itispredictedthesenumberswillincreaseagainespeciallyaroundtheTowardsIndependenceCourse.

• ReviewandalignASDANmodulestostudentpathwayplanning

• Providemoderationtrainingtostaff

• Professionallearningandskillstrainingforstaff

• Investigationofdifferentmodesofassessmentcollatione.g.BookCreator

2016 2017

TransitionChallenge TowardsIndependence TransitionChallenge TowardsIndependence

30modules 18modules 36modules 22modules

Totalof48modulesin2016 Totalof68modulesin2017

12


• Itisanticipatedthatforthe2018distributionthattheSchoolBoardwouldreviewanddetermineifadditionalquestionswouldprovideinformationfortheschoolcommunitytoreflectupon.

• Explorebreakingthequestionsetsdownintofinergrainedquestionstodeterminespecificareasthatimprovementcouldbesoughtfromandrespondedto.


Parent Survey 2016 Staff Survey

Agree StronglyAgree Agree StronglyAgree

Theschoolhasastrongrelationshipwiththelocalcommunity.

27% 64% 60% 40%

TheSchooliswellled. 29% 62% 20% 80%

Iamsatisfiedwiththeoverallstandardoftheeducationachievedatthisschool.

29% 65% 40% 40%

Iwouldrecommendthisschooltoothers.

18% 74% 40% 60%

NSOS Data 2016

Maintain and increase positive responses from Staff and Parents through the National School Opinion Survey (NSOS)

SchoolSurveyisasurveydatacollectiontoolthathasbeendesignedspecificallytocaterfortheneedsofAustralianschools. The survey is designed to enable schools to gain valuable feedback from their school community usingministerially-agreednationalopinionitemsand/orcreatinganddistributingtheirownitems.Fromthecreationofsurveysthroughtotheproductionofreports,schoolscanobtaindataanonymouslyandmaintainprivacyofthecollectedsurveydata.MalibuSchoolundertookthemandatedsurveysin2016.Thesurveysusedwerethestandardtemplatesandwerenotaltered.Thiswasdonetoprovideanopportunitytoprovidecomparisonbetweenthetwodistributions.

National School Opinion Survey

13

14

TheCaféProgramisrundailyfromamodifiedkitchen/caféwithintheschoolgroundsatMalibuSchool.

Arangeofstudentsinyears7to12participatedintheCaféauthenticlearningprogram.Thestudentswerefocusingon a spectrum of skills, getting ready for work life offsite. The supported environment allowed students the feel ofworkplacement,howeverwasmodifiedaccordingtotheirneedandskilllevel.AACwasusedtosupportlearningwithnumeracyandliteracyafocusforeachactivity.

Café Program 2017


• Studentworkplacementisastrategicpartofindividualstudentfuturesplanning/pathway

• Studentassessmentprocessesarerefinedincludinglogbooks,jobspecificskillschecklists

• Studentsidentifiedforspecificskillstrainingi.e.Baristatraining

• Literacyskillsexplicitlyembedded

• hightechoptionsfortakingorders

• ASDANaccreditation

Student no. partipate in Café Program 2016. Student no. particpate in Café Program 2017

Year7

Year8

Year9

Year10

Year11

Year12

Year7

Year8

Year9

Year10

Year11

Year12

14studentsparticipatedintheCaféProgramonaregularbasisduring2017.Afewstudentshadtastersessions/weekshoweverthegraphsaboveshowstudentswhoparticipatedoverafullterm.Asthegraphsdepict,theprogramshifteditsfocusfromuppersecondarytolowersecondaryfrom2016to2017.TheCaféchangeditsstrategicdirection,toallowstudentsthepreworkskillstothenbeabletoaccessworkexperienceandplacementinthecommunityintheuppersecondaryyears.In2017therewasayear1studentwhorequiredanalternativesocialprogram,whowasimmersinghimselfintheprogramonceaweek.


15

Community Based Learning (CBL) occurs for all students from K through to Year 13.

StudentsfromKindergartentoYear13participateinCBLtofurtherenhanceandsupplementtheirlearninginanauthenticwayoutsideoftheclassroomsetting.Localbusinessandcommunitiesarefamiliarwithourstudentsaccessingtheirresourcetoengageourstudentsinreallifelearning.Asstudentsmovethroughtheyearsasignificantfocusisplacedonthisstyleoflearningforourstudentstogeneralisetheirskills.CBLalsoincorporatedtheconnectionswithDSOsandagenciesforafterschoolpathways.

WorkPlaceLearningandWorkExperiencewerenotincludedinthetotal.

In2017atotalof703CommunityBasedLearningopportunitieswereofferedtoourstudentswitheverystudentintheschoolparticipatinginatleast14throughouttheyear.OurKindergartenstudentsparticipatedintheleastamountwithourYear12/13studentsparticipating in themost, this trajectoryofskillsandopportunitiesalignswithourauthenticlearning and pathway plans. All CBL were targeted at Curriculum goals through student IEPs. Money, social skills,literacy,hASSandprotectivebehavioursweremainfocusesforourstudentswhileinthecommunity.Arangeofpublictransport,bus, ferryandtrainwereusedtoaccesstheopportunities.TheMalibuSchoolBussupportedtransport ifPublicTransportwasnotappropriate.

In-termswimmingwasnotincludedintheseresults.

Community Based Learning 2017


• Workwithlocalcommunitiesandbusinessestofurtherourstudent’saccessespeciallywithintheknowledgeofAAC.

• Continuetosourceauthenticlearningopportunitieswithinstudentslocalareatoaccessandexploretoallowgeneralisationofskills

• DevelopaMalibuSchoolscopeofsequenceforskillstobetargetedacrosstheK-12continuum.

Term 1

Term 2

Term 3

Term 4

0

100

20

120

140

160

180

EarlyChildhood Primary Middle Seniors

40

60

80

Work Experience (WE) is offered in a range of forms for students from Year 7 (onsite) through to Year 12/13 (offsite).

WorkExperience isofferedthrougharangeofopportunities,Caféprogramandmail trolleyonsiteatMalibuSchool,throughtolocalbusinessesintheinterestareaofthestudent.StudentsengagewithWorkExperiencethroughidentifyingtheirinterestsandthenseekingfurtheropportunities.StudentsaresupportedbyclassroomstaffandtheirfamiliesastheymovethroughtherangeofopportunitiesthatareonoffertothematMalibuSchool.WorkSkillsarefocussedontoenhanceknowledge,skillanddesiretocontinueworkafterschoollife.

In2017,11offsitebusinessesacceptedWorkExperiencestudentsfromMalibuSchool.StudentsengagedwithWorkplacementsthatwereintheirworkskillsetaswellfromtheirinterests.WorkExperiencePlacementsweresupportedwithlearningatschool,forexamplethestudentwhoattendedKearnsNurserywassupportedwithahorticultureProgramassessedthroughASDANModulehorticulture.Eachplacementwassuitedtotheindividualwithplacementstructurerangingfrom5x3hoursessionsovera5weekperiod,toweeklysessionsforthetermat6hoursaday.Ouryear11and12/13studentsfoundpathwaysfromthisemploymentwithonestudentbeingofferedavolunteerpositionandasmallparttimejobatthemechanicsonhisgraduation.

Offsite Work Experience 2017


• In2018,furtherinvestigationanddevelopmentofLogBookssuitableforWorkExperience,basedonthatoftheWorkplaceLearningbookletsfromSCSA.Reflectionsaroundskills,interestandpurposeshouldbeconsidered,Logbooksandreflections,pathwayplanningandtransitionplanning,5weeksblocksinyear11totestmoreoptions.Focusinonyear12–reachoutforfamilysupportintransportingtogetintoroutinetomaintainafterschool.

PenguinIsland

KearnsNursery

Frecos

SalvationArmy

unitedCinemas

SoupKitchen

RockinghamDrivingRange

FoxdaleRidingSchool

KwinanaAutomotiveCentre

MediaEngine

CostCare

16


17

The Bike School Program is an engagement program that runs every Monday and Tuesday for the Senior students.

BikeSchoolisaprotectiveeducationprogramthatistaughtalong-sideabicyclemechanicprogram.Itinvolvesafusionofpracticalskillsusing toolsandothermaterialswithbehavioralconcepts thatare taught through thevarious tasksstudentscomplete.Theprogramisheavilydifferentiatedforeachstudentthatparticipateswithtasksrangingfrombikerepairsandservicingtofinemotorskillsgainedthroughbasictasks.Thereisalsoacommunityaccesselementtotheprogramwithstudentstakingtripstolocalhardwareandbikestorestopurchaseconsumables,aswellastripstothelocalpolicestationtoacceptdonationsofbikes.

11 students participated in the program in 2017 when it wasdelivered through an external provider called Dismantle. SincethenithasexpandedtoberunbyateacheratMalibuSchoolasatimetabledprogram.Ithasgrownfromtheinitial11studentsbeinginvolvedinthepilotprogramto30seniorstudentsengaginginthecourseatvarious levels.The tablesabovedepict thechange inthedeliveryoftheprogramstartingwithhandselectedstudentsfrom various year levels to every student in the seniors’ cohortbeingofferedtheprogram.In2017the11studentswerechosentoparticipatebasedonhowitwasperceivedeachwouldbenefit.2018 has seen a strategic shift in the program to allow morestudentstobeexposedtothebenefitsoftheprogram.

The Bike School Program 2017


• In2018theprogramwillprogresstoproduceabusinessenterpriseopportunitywiththerestoredbikes,explorethemosteffectiveandtrueassessmentofstudentprogress,aswellasdevelopanASDAN-likeportfoliotodepicteachstudents’journeythroughtheprogram.Beyond2018thestrategicshiftwillbetowardslinkingtheprogramwithaTAFEcertificateandexpandingtherangeofprojectsinordertoaccesstheDesignandTechnologycurriculumatadeeperandmoreenrichinglevel.

YearNo. of

Students

5 16 17 18 39 110 211 112 1

Total 11

YearNo. of

Students

9 6

10 5

11 10

12 4

13 5

Total 30

Resource Management

Revenue - Cash & Salary Allocation Budget Actual

1 VoluntaryContributions $7,648.00 $8,970.50

2 ChargesandFees $14,274.65 $20,067.44

3 FeesfromFacilitieshire $- $-

4 Fundraising/Donations/Sponsorships $27,156.00 $29,266.39

5 CommonwealthGovtRevenues $- $-

6 OtherStateGovt/LocalGovtRevenues $- $-

7 RevenuefromCo,RegionalOfficeandOtherSchools $- $-

8 OtherRevenues $12,156.00 $22,642.86

9 TransferfromReserveofDGR $7,198.00 $7,198.00

10 ResidentialAccomodation $- $-

11 FarmRevnue(AgandFarmSchoolsonly) $- $-

12 CampScholFees(CampSchoolsonly) $- $-

Total Locally Raised Funds $68,432.65 $88,145,19

Opening Balance $309,068.00 $309,068.44

Student Centred Funding $968,699.97 $973,399.70

Total Cash Funds Available $1,346,200.62 $1,370,613.33

Total Salary Allocation $- $-

Total Funds Available $1,346,200.62 $1,370,613.33

Locally Generated Revenue - Budget vs Actual

Revenue Source

Budget

Actual

Voluntary Contributions

Charges and Fees

Fees from Faciliti

es Hire

Fundraising/Donations/Sponsorships

Commonwealth Govt Grants

Other State Govt/L

ocal Govt R

evenues

Other Revenues

Revenue Source fro

m Co, Regional Offic

e and other Schools

Transfer fr

om Reserve or D

GR

0

25

5

30

35

10

15

20

Residential Accommodation

Farm Revenue (A

g and Farm Schools only)

Camp School Fees (Camp Schools only)

Current Year Actual Cash Sources

Locally Raised Funds (5%)

Student Centered Funding (92%)

Other Govt Grants (0%)

Other (2%)

Transfers From Reserves (1%)

18


Resource Management

Expenditure - Cash and Salary Budget Actual

1 Administration $63,070.00 $58,492.48

2 LeasePayments $2,700.00 $1,612.00

3 utilities,FacilitiesandMaintenance $235,286.00 $209,418.25

4 Buildings,PropertyandEquipment $604,628.00 $333,491.27

5 CurriculumandStudentServices $132,753,65 $120,854.85

6 ProfessionalDevelopment $94,229.97 $77,761.50

7 TransfertoReserve $193,833.00 $193,833.00

8 OtherExpenditure $19,700.00 $9,857.52

9 PaymenttoCo,RegionalOfficeandoOtherSchools $- $-

10 ResidentialOperations $- $-

11 ResidentialBoardingFeestoCO(AgCollegesonly) $- $-

12 FarmOperations(AgandFarmSchoolsonly) $- $-

13 FarmRevenuetoCo(AgandFarmSchoolsonly) $- $-

14 CampSchoolsFeestoCo(CampSchoolsonly) $- $-

Total Goods and Services Expenditure $1,346,200.62 $1,005,320.87

Total Forecast Salary Expenditure $ - $ -

Total Expenditure $1,346,200.62 $1,005,320.87

Cash Budget Variance $ - $ -

Cash Position

General Fund Balance

Deductible Gift Funds

Trust Funds

Asset Replacement Reserve

s

Suspense Accounts

Cash Advances

Tax Position

10

510

110

210

310

410

Cash Position as at:Made up of:

1 General Fund Balance $365,292.046

2 Deductible Gift Funds -

3 Trust Funds -

4 Asset Replacement Reserves $478,968.34

5 Suspense Accounts $3,444.69

6 Cash Advances $600.00

7 Tax Position $8,363.00

Total Bank Balance $838,742.49

Goods and Services Expenditure - Budget vs Actual

Administration

Lease Payments

Utilities, Faciliti

es and Maintenance

Buildings, Property

and Equipment

Curriculum and Student S

ervices

Professional Development

Other Expenditure

Transfer to

Reserve

Payment to CO, R

egional Office and Other S

chools

0

500

100

600

700

200

300

400

Expenditure Purpose

BudgetActual

Residential Operations

Residential Boarding Fees to

CO

Farm Revenue (A


Farm Operations (A


Camp School Fees (Camp Schools only)

19

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