Jacana School for Autism Newsletter

Assistant 

Principal News Flash 

Stephanie Torchia & Dan Moloney 

 

Semester 2 Reports

Semester 2 reports will be distributed on Friday December 6th via XUNO and in hard copy (form as per request).  

Attendance Reminder

As our department often say, 'Everyday Counts: School is better when you're here.'

 

We remind our students and their families that, to improve and grow in your learning, we need you at school as often as possible. We are committed to sustaining a positive partnership with families; understanding any challenges you face and do what we can to support your needs that help your child/ren come to school.

 

We ask that you sustain regular communication with your child's teacher both day to day and during scheduled SSG meetings so that you can work together to maximise your child's attendance and ongoing learning needs throughout the year. 

 

Beyond occasional non-attendance, a range of school-based, tailored supports are there for these families. Members of our leadership team, may make contact with families to provide more intensive supports, to overcome specific barriers to your child's attendance.

 

Stephanie Torchia, our AP (Wellbeing and Inclusion) oversees the Wellbeing Team that select, implement and monitor progress appropriate supports for each family.

2024 Principals’ Association for Specialist Schools (PASS) Awards Nomination

Very best of luck to the Wellbeing Team comprising of Stacie Herman (Mental Health Practitioner), Kaylah Defeudis (NDIS Navigator) and Nina Cerantonio (Mental Health and Wellbeing Leader) who have been nominated for the 2024 ‘PASS Outstanding Team Award’. 

 

 

The team have been recognised for their outstanding work in planning, implementing and broadening our school’s Multi-tiered Systems of Support (MTSS) structures and interventions, related to student mental health and wellbeing outcomes.

 

The nomination application has recognised the work and contributions in develop processes to proactively screen and identify  areas that can be addressed at a Tier 1(universal), Tier 2 (cohort) and Tier 3 (individual) level, to support student's mental health and wellbeing outcomes. 

 

Canine Comprehension Survey Data

 

Canine Comprehension survey data is collected periodically throughout the year as formative and summative assessment to assess student's engagement and learning progress. The survey indicates significant improvements in the following factors areas including school connectedness and safety, help seeking and self-regulation. Out of the 20 participants requiring Tier 2 supports, students have reported:

  • 80% feel safe when participating in the Canine Comprehension program
  • 86.7% feel calm after participating in the Canine Comprehension program
  • 93.3% feel that the program helps them with calming strategies
  • 70% know that they can ask for help when something is wrong
  • 55% ask for help when feeling sad
  • 60% know that they feel sad or worried when something is wrong