Jacana School for Autism Newsletter

Excellence in Teaching and Learning 

Stephanie Di Salvo 

Assistant Principal

Stephanie Di Salvo
Stephanie Di Salvo

 

 

 

 

 

 

 

 

 

 

 

Theme for 2021- Embedding Student Voice & Agency 

 

This year, JSA will focus on embedding student voice and agency, by establishing a culture of high expectations; focused on targeted teaching and learning practices and where FISO Priorities of ‘Excellence in Teaching and Learning’ and ‘Positive Climate for Learning’, are acknowledged as inter-related factors that contribute to the notion of inclusion, empowerment and school pride. ​ 

 

Our JSA Framework for Inclusive Practice, illustrates the why our school strives for practice excellence. Our moral purpose at JSA, is to embed inclusive practice for all students to empower lifelong learning within and beyond the school environment to facilitate smooth and successful pathways from formal education, to a fulfilling life in the broader community.

 

This value is at the very centre of every decision making process. We know how to achieve inclusive practice through the school and department frameworks. This informs what we do to, in order to establish student achievement, engagement and wellbeing.

 

Framework
Framework

 

2021 School Improvements Teams (SIT)

 

JSA value the SIT as an integral forum, in which staff develop, oversee and evaluate the effectiveness and impact of the Annual Implementation Plan; for improving student outcomes. 

It is made up of a multidisciplinary team, consisting of classroom teachers, leadership and therapy staff, that collaboratively lead with and through others, to build teacher and leadership capacity and strengthen the culture of learning within our school community. 

 

Both the Reading/Numeracy and Student Voice, Agency and Leadership (SVAL) SITs will be focusing on implementing systemic instructional models of teaching and learning; focused on building practice excellence in scaffolding students at their point of need; implementing student-centred reasonable adjustments, actively receiving and responding to student feedback, adapting curriculum to meet specific student learning styles and needs and including students as active participants in the selection and reflection of their Personalised Learning Support Plan goals. 

 

SVAL SIT

 

GOAL: To improve student voice and agency in their learning

 

Supporting the 2021 SVAL AIP: School Improvement Team Representatives:

  • Corinne Pupillo- Principal
  • Stephanie Di Salvo- Assistant Principal
  • Loren Cendlewski- Middle Sub-School
  • Gurminder Kaur- Secondary Sub-School
  • Miranda Ingram- Learning Specialist
  • Daniel Moloney- Leading Teacher
  • Rachael Peck- Primary Sub-School
  • Victoria Rajaratnam- Therapy Leader
  • Mark Taylor- Leading Teacher
  • Michelle Zammit- Leading Teacher

 

Reading/Numeracy SIT

 

GOAL: To Improve Learning Gain in Reading

GOAL: To improve Learning Gain in Mathematics

 

Supporting the 2021 Reading/Numeracy AIP: School Improvement Team Representatives:

  • Corinne Pupillo- Principal
  • Stephanie Di Salvo- Assistant Principal
  • Jacinta Cashen- Secondary Sub-School
  • Cynthia Kearney- Learning Specialist
  • Katelyn Leddy- Learning Specialist
  • Lydia Lee- Speech Therapist
  • Libby Pittruzello- Leading Teacher
  • Linda Wakeling- Acting Leading Teacher
  • Angela Weatherly- Primary Sub-School

 

2021 Priorities Goals

 

By the end of 2021, students who have been recognised as falling behind during R&FL will have received regular small group interventions from the tutor teacher.

 

To achieve this goal there will be a: 1) Learning, Catch-up and Extension priority; 2) Happy, Active and Healthy Kids priority; and 3) A Connected Schools priority. 

 

ACTIONS:

  1. Use additional tutoring funding to support students both literacy and numeracy support who were disadvantaged with Remote and Flexible Learning in 2020.
  2. Increase the time fraction of the school Social Worker from 0.4 - 1.0 through DET Mental Health Practitioner funding.
  3. Develop a whole school cultural calendar that celebrates cultural events across the year and acknowledges major religious and social celebrations from a global perspective.

 Mental Health Practitioner- Secondary

 

Congratulations to Zoe Sharpe who was successful in increasing the time fraction of her School Social Worker role from 0.4-1.0 through DET Mental Health Practitioner funding. 

 

The Mental Health Practitioner- Secondary role entails the following:

  • Build teacher capacity to implement preventative Mental Health strategies and interventions for all students, at a Tier I level.
  • Assess, conceptualise and analyse student wellbeing- Plan and implement evidence-based intervention strategies for secondary students- Coordinate supports for secondary students at a Tier 2 & 3 level.
  • Work with the Health and Wellbeing team, Student Support Team, Student Engagement Team, classroom teachers and therapy team where necessary to support student re-engagement.
  • Proactively work with regions and other health professionals to engage further support if required.
  • Provide direct counselling, early intervention services, or other individualised supports for students identified as at-risk and/or experiencing or demonstrating mild to moderate mental health needs.
  • Enhance promotion and prevention activities in the school by contributing to whole school health and wellbeing plans.