mackenzie state special school · 2018 annual report 1 mackenzie state special school contact...

Mackenzie State Special School

ANNUAL REPORT

2018 Queensland State School Reporting

Every student succeeding State Schools Strategy

Department of Education

2018 Annual Report 1 Mackenzie State Special School

Contact information

Postal address 26 Vivaldi Place Mackenzie 4156

Phone (07) 3420 2100

Fax (07) 3349 1015

Email [email protected]

Webpages Additional information about Queensland state schools is located on:

the My School website

the Queensland Government data website

the Queensland Government schools directory website.

Contact person Terry Forster - Principal

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

http://data.qld.gov.au/

https://schoolsdirectory.eq.edu.au/


From the Principal

School overview

At Mackenzie Special School our vision is to achieve the best educational outcomes for every student and to optimally prepare them for current and future supported living, work and leisure environments. All students have an Individual Education Program (IEP) to cater for their specific learning needs. Each class program is designed to address our schools cross curriculum organizers of Literacy, Numeracy and Life Skills. To monitor and track student learning achievements and further inform program planning the school uses Pre and Post Testing and Screening Instruments. Our school employs specialist teachers in the areas of music, art, manual arts, physical education, drama and technology. Our students also participate in a range of Micro Industry Programs including Coffee Shop, Tuck-Shop, Fruit Shop, Car Detailing and Horticulture. The School also has a range of programs (including overnight stays) running from our Independent Living Centre which enables students to further develop their daily living skills. Specific gym, fine and gross motor, social learning and oral language programs are written for students in consultation with Allied Health staff.

Our new campus facility, with two schools running independently on the same site, provides many opportunities to support student learning. Our post school pathway programs have continued to be reviewed and enhanced to meet the ever changing learning needs for our student cohort. We have also employed a School Transition Officer to support families in planning for post schooling transition. Our Transition Officer supports families in planning post schooling pathways through the provision of visits to possible post schooling program and supported work options but also through the provision of onsite speakers of interest to families considering post schooling in the next few years.

Additional information about our Special School curriculum offerings, programs and philosophy can also be found in other sections of our website. Community members interested in finding out more about our programs are always welcome to contact the school. When children have a verified intellectual disability and meet key criteria for enrolment, the Region may approve enrolment in a special school. It is at this stage that families benefit from visiting our special school to view the program suite available at Mackenzie Special.

School progress towards its goals in 2018

Explicit Improvement Agenda – 2018

Priority 1: Improved student writing within Australian Curriculum offerings by further developing a Balanced Literacy pedagogy.

Strategy : Further develop the whole school curriculum plan aligned with the Australian Curriculum and monitor ongoing implementation. KIS-2

Actions Targets Results

Schedule classroom “Walk Throughs” and opportunities to observe best practice to ensure intended implementation is occurring with emphasis on differentiated writing strategies.

100% of teachers receive written feedback twice per term including differentiated strategies to support student writing.

All teachers received written feedback relating to their differentiated writing strategies.

All teachers articulate their specific strategies in a personal response to the EIA.


Strategy : Sustain and enhance initiatives that facilitate collaborative practice in unit planning, pedagogical practices and differentiated instruction. KIS-4

Actions Targets

Continue Sector Planning Sessions to adapt SWD Units with Partial Achievement standards or General Capabilities differentiated to support writing.

100% - differentiated units in place with individualised strategies supporting writing.

100% - targeted students demonstrate improved writing compared to baseline measures.

Differentiated units supporting writing available in each class planning folder.

Feedback on same provided in written feedback.

Moderated writing exemplars were collaboratively determined to identify next step teaching.

Specific students were identified for the process.

Strategy: Further develop school-wide systems for school leaders to develop teacher data literacy skills and pedagogical practice aligned to the Explicit Improvement Agenda through coaching and regular observation. KIS-3 & KIS- 6

Actions Targets

Continue Snap Shot Reviews and Desk Audits to all programs, emphasising AAC use to support learning and include Coordinators as part of distributed leadership model.

100% of class teachers participate in Audits and teachers receive written feedback twice per semester including feedback on actions supporting student writing.

All staff participated in Desk Audits to identify best practice strategies to lift student learning outcomes in writing.

Supporting written feedback provided to all teachers.


Priority 2: Improved student behaviour through renewed Social Learning strategies informed by a Positive Behaviour for Learning best practice frame.

Strategy: Review the Responsible Behaviour Plan to meet diverse student needs. KIS-5

Actions Targets

Review existing school wide systems that support student social learning utilising a PBL best practice frame and include key school staff as part of our distributed leadership model.

10% improvement in student referrals over the course of the school year.

Review of existing practices informed a more refined program offering in supporting prosocial student behaviours.

A distributed leadership structure ensured collegial ownership of programs to lift prosocial learning outcomes via a School and Community Support Committee that meets each fortnight.

Data collated indicates gradual improvements across all sectors and new structures ensure coordinated approaches for Level 3 students.

Our EIA ensures our students learn to use written communication more effectively through:

The context of P – 10, C2C SWD units of work

…………by using our Explicit Instruction Pedagogical Framework that guides our interactions within the “Warm up, I do, we do, you do and Review” Frame to maximise learning. Our EIA ensures our students learn to socialise more effectively through:

The context of a Positive Behaviour For Learning best practice review frame while

recognising a Glasserian student needs focus.

This Explicit Improvement Agenda addresses the highlighted Key Improvement Strategy Recommendations 2,3,4,5 and 6 of the 2016 School Review.

Future outlook Explicit Improvement Agenda – 2019

Explicit Improvement Agenda – Priority 1: Improve student writing within Australian Curriculum offerings through effective Augmentative and Alternative Communication use and Balanced Literacy pedagogies.

Strategy : Further develop the whole school curriculum plan aligned with the Australian Curriculum and monitor ongoing implementation. KIS-2

Actions Targets

Schedule classroom “Learning Walks” and opportunities to observe best practice to ensure intended implementation is occurring with emphasis on differentiated writing strategies supported with AAC use.

100% of teachers receive written feedback at least once per term including differentiated strategies to support student writing.

Strategy : Sustain and enhance initiatives that facilitate collaborative practice in unit planning,


pedagogical practices and differentiated instruction. KIS-4

Actions Targets

Refine Sector Planning Sessions to differentiate C2C SWD Units with Partial Achievement standards or General Capabilities differentiated to support writing and functional AAC use.

100% - differentiated units in place with individualised strategies supporting writing.

100% - targeted students demonstrate improved writing / AAC use compared to baseline measures.

Create collegial teacher planning dyads to identify differential developmental progression ladders leading to foundation level to facilitate better differentiated curriculum and aligned progressive strategies.

Progression ladders exist for English, Maths and Science

Strategy: Further develop school-wide systems for school leaders to develop teacher data literacy skills and pedagogical practice aligned to the Explicit Improvement Agenda through coaching and regular observation. KIS-3 & KIS- 6

Actions Targets

Redesign desk audits to include an inquiry cycle presentation of a specific students formative and summative assessment scan, explanation of resulting prioritised focus in response to data analysis, evidence of differentiated unit plan and observations to inform further teaching action.

100% of teachers present twice yearly, receiving written feedback on their data analysis and differentiated plans with emphasis on AAC use supporting writing.

Our EIA ensures our students learn to use written communication more effectively through:

The context of P – 10, C2C SWD units of work

…………by using our Explicit Instruction Pedagogical Framework that guides our interactions within the “Warm up, I do, we do, you do and Review” Frame to maximise learning.

This Explicit Improvement Agenda addresses the highlighted Key Improvement Strategy Recommendations 2, 3, 4, and 6 of the 2016 School Review.

Our school at a glance

School profile

Coeducational or single sex Coeducational

Independent public school No

Year levels offered in 2018 Prep Year - Year 12


Student enrolments

Table 1: Student enrolments at this school

Enrolment category 2016 2017 2018

Notes:

1. Student counts are based on the Census (August) enrolment collection.

2. Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

3. pre-Prep is a kindergarten program for Aboriginal and Torres Strait Islander children, living in 35 Aboriginal and Torres Strait Islander communities, in the year before school.

Total 102 104 113

Girls 37 37 41

Boys 65 67 72

Indigenous 4 3 3

Enrolment continuity (Feb. – Nov.) 98% 98% 96%

In 2018, there were no students enrolled in a pre-Prep program.

Characteristics of the student body

Overview

All enrolled students at the school have an intellectual disability. Some students may also have an additional disability.

Average class sizes

Each class has up to 8 students and they are supported in their learning by at least one Teacher and one Teacher Aide.

Curriculum delivery

Our approach to curriculum delivery

At Mackenzie Special School, students in our P-10 classes access the Australian Curriculum at a level commensurate

with their development. Our P – 10 students are assessed using the Extended General Capabilities or Partial

Achievement Standards with P 1,2 intent. Each student in P-10 has an Individual Curriculum Plan which details the

differentiated support to enable the student to maximize their achievement at an aspirational curriculum access point. We

prioritise learning in English, Maths, Science, History, HPE, and Geography. Life Skills are prioritized in Individual

Support Plans in a way that acknowledges the unique needs of each individual learner.

These organizers are listed below with some broad descriptors which indicate the type of study undertaken by the

students. Students in P-10 study C2C Student with Disability Units in English, Maths, Science, History and PE as these

ensure broad access of the whole curriculum suite and have been quality assured in terms of such scope. Standard

Summative Assessment Tasks are collated in a Student Work Portfolio to ensure achievement against the set

achievement standards and Guides to Judgements are utilized with moderation processes to ensure awarded grades are

quality assured.

An array of Formative Assessment screening tools, work samples and assessment results form a Student Learning

Portfolio. This identifies a holistic view of learning outcomes achieved and thus assists the dialogue of teachers and

parents in identifying goals to be addressed in future individual planning.

Specialist Lessons and Targeted Programs support and enhance the school curriculum and are detailed later.

https://earlychildhood.qld.gov.au/early-years/kindergarten-programs/kindergarten-in-indigenous-communities


English

Engaging in spoken and

written text by: developing pre-

reading skills, decoding and

comprehending more complex

texts

Writing personal details

Joint construction of text about

share experiences

Matching letters, words etc.

Recognising name

Picture reading

Identifying community signs/

symbols

Oral skills

Multimediea

Non-verbal communication

forms- signing, PECs,

Boardmaker, Proloquo2Go

Receptive and Expressive

Communication Skills

Receptive and Productive

modes are covered by C2C

SWD Units

Mathematics

Number

Rote Counting

1 to 1 correspondence

Shape

Colour

Phone number

Functional addition and

subtraction

Sequencing

Space and measurement

Matching

Time (days of the week, digital

time)

Money

Understanding, fluency,

problem solving and reasoning

are covered by C2C SWD

Units

Life Skills

Toileting

Eating

Fundamental movements

Social/ emotional development

Awareness of others

Social behaviors

Functional fine and gross

motor movements

Sensory awareness

Spatial orientation

Dressing, washing, personal

hygiene and grooming skills

Menstrual management

Interpersonal skills

Classsroom work habits

Work experience in

preperation for post schooling

Community Based Instruction

(CBI)

Moving in public

Safety awareness

Reading timetables and

transport

Using public facitlities

Consumer awareness

Leisure and recreational skills

Independent living skills

Therapy goals

From P – 10, Science, History, Geography and HPE, Students with Disability C2C Units provide the learning opportunities in these domains of learning for all our students. In our Senior School students work on individual goals drawn from the Queensland Curriculum Assessment Authority, Guide for Individual Learning. All students have an individualized Senior Education and Training (SET) plan developed in Year 10 in collaboration with their parents and the school. This plan sets out the broad aspirations of the student in post schooling and thus directs the array of GIL Goals undertaken by the student which leads to a Queensland Certificate of Individual Achievement.

To achieve these goals, students work within a number of programs that provide a platform for achieving these goals. Programs occur both onsite during years 10 and 11 and then more predominantly off site in year 12. The pathway programs on offer on site in 2018 included:

Thrift Shop

Coffee Shop


Coffee Cart

Tuck Shop

Computer Recycling

Manual Arts

Drama

Music

Art

Horticulture

Groundscare

Catering

Independent Living

Industrial Laundry

The transition pathway programs accessed off site in 2018 included:

Help Enterprises

Gateway Baptist Thrift Shop

Monte Lupo

WM Mailpac

Extra curricula activities which add value to the education of the students include:

Independent Living Centre (ILC) undertaken by students in Middle, Junior Secondary and Senior

Students.

Book Club and Library Programs

Community Based Instruction (CBI)

Camp Experiences

Interschool Sporting Activities with Mackenzie State Primary School

Social Interaction Programs with Program with Loreto College

Special Olympics Program with St Laurence’s College

Junior School Horse Riding

Buddy Reading with Mackenzie State Primary School

Targeted Programs

Dance Programs plus Social Discos

Graduation Balls

Lawn Bowls


Co-curricular activities

Technology Programs

Daniel Morcombe Programs to promote protective behaviours

Human Relationship Programs with Parental Endorsement

How information and communication technologies are used to assist learning

Information and Communication Technologies are used as an integral mode of instruction in all classrooms. Computers

are utilized as a research tool for our students in the upper school. In the middle and lower school , Boardmaker and

iPad applications are used to facilitate the construction of text and enable students to practice their developing reading

skills in an environment which supports success. A specific focus on Proloquo 2 Go assistiveware as a means of

functional communication is an integral part of our schools focus in facilitating communication.

Coaching in the use of ICT is allowing staff to incorporate ICT into class programs to improve student learning.

Social climate

Overview

There is a strong sense of community support amongst both parents/ carer’s; staff and students at Mackenzie Special

School.

The school employs a Community Liaison Officer and a Chaplain that help promote a supportive community that is

committed to the inclusion of the whole community in providing a caring environment for all that optimizes the education

of all students.

The nature of the social climate is demonstrated most concretely in over 80% of staff attending the student graduation

ball voluntarily in celebration of the student’s achievements.

Social events such as a School Market Night and Trivia Night Fund raisers are well supported by families and staff alike.

Parents regularly recommend our school to other families who have children with Intellectual Disability indicative of the

high regard in which they hold the school.

Proactive Initiatives to enhance and strengthen the social climate of the school include:

Proactive Behaviour Management Policy – Whole school program for both playground and classroom behaviours has

realistic and reasonable support structures to further facilitate social learning. Over 80% of staff have received significant

training in William Glasser’s Choice Theory.

Social Skills Programs – In class programs are conducted by class teachers regularly and coordinated within each sector

of the whole school continuity.

Student Social Clubs – Some students are involved in games programs to facilitate social learning skills. Board games

are utilised to facilitate the development and practice of social skills in a naturalistic environment. We also have a range

of lunchtime clubs, including dance, social group and gym that provide students with the opportunity to further develop

these skills.


Post Schooling Experience Placements – Senior students are placed in work experience programs to develop and

enhance social skills within the wider community.

Post Schooling Options – The school has a designated School Transition Officer to investigate the best post schooling

pathways for our students. They work closely with parents who are facing their child’s graduation in the next one or two

years. The School Transition Officer plans co-operatively with school staff so that appropriate work experience and work

sampling programs best prepare the students for likely post schooling options. Student Education and Training Plans

(SET Plans) are developed for all students in the year in which they turn 15 years so that the school can collaboratively

plan with parents and students the desired pathway options for a student over the final years of schooling.

The Community Liaison Officer assists in helping the parents liaise with other government agencies at this critical time of

transition.

Parent, student and staff satisfaction

Tables 3–5 show selected items from the Parent/Caregiver, Student and Staff School Opinion Surveys.

Table 3: Parent opinion survey

Percentage of parents/caregivers who agree# that: 2016 2017 2018

their child is getting a good education at school (S2016) 90% 95% 96%

this is a good school (S2035) 100% 100% 100%

their child likes being at this school* (S2001) 100% 86% 100%

their child feels safe at this school* (S2002) 100% 100% 100%

their child's learning needs are being met at this school* (S2003) 90% 90% 96%

their child is making good progress at this school* (S2004) 95% 90% 92%

teachers at this school expect their child to do his or her best* (S2005) 100% 95% 100%

teachers at this school provide their child with useful feedback about his or her school work* (S2006)

100% 100% 96%

teachers at this school motivate their child to learn* (S2007) 100% 100% 100%

teachers at this school treat students fairly* (S2008) 100% 95% 100%

they can talk to their child's teachers about their concerns* (S2009) 100% 100% 100%

this school works with them to support their child's learning* (S2010) 90% 100% 100%

this school takes parents' opinions seriously* (S2011) 95% 95% 100%

student behaviour is well managed at this school* (S2012) 100% 100% 100%

this school looks for ways to improve* (S2013) 100% 100% 100%

this school is well maintained* (S2014) 100% 100% 100%

* Nationally agreed student and parent/caregiver items.

# ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement.

DW = Data withheld to ensure confidentiality.

Table 5: Staff opinion survey

Percentage of school staff who agree# that: 2016 2017 2018

they enjoy working at their school (S2069) 96% 100% 96%


Percentage of school staff who agree# that: 2016 2017 2018

they feel that their school is a safe place in which to work (S2070) 93% 100% 93%

they receive useful feedback about their work at their school (S2071) 89% 97% 96%

they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114)

92% 95% 94%

students are encouraged to do their best at their school (S2072) 92% 100% 100%

students are treated fairly at their school (S2073) 96% 100% 96%

student behaviour is well managed at their school (S2074) 93% 95% 89%

staff are well supported at their school (S2075) 93% 97% 89%

their school takes staff opinions seriously (S2076) 93% 94% 93%

their school looks for ways to improve (S2077) 96% 100% 96%

their school is well maintained (S2078) 100% 100% 100%

their school gives them opportunities to do interesting things (S2079) 93% 100% 100%

* Nationally agreed student and parent/caregiver items.

# ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement.

DW = Data withheld to ensure confidentiality.

Parent and community engagement

Mackenzie Special School offers opportunities for parents/ carers to be involved within the school through a coordinated

volunteering program. Activities where parents frequently volunteer their support include:

Supporting classes on whole school outings

Supporting students operating the tuckshop

Supporting students on Community Based Instruction outings (CBI)

Involvement of parents/carers in their child’s birthday celebrations

Volunteer work supporting Classroom Literacy Programs

Volunteer work supporting Library Development

Mackenzie Special School faces a challenge incorporating assistants/ volunteers within the school due to the nature of

the students and accompanying behaviours. Some students do not adapt easily to a change in staffing and routine and

careful consideration must occur before parents/ carers are incorporated into the school programs. Our experience

allows us to plan sensitively so that we can utilize the generous support of our community in maximizing the learning

opportunities for our students.

Parents considering the enrolment of their children are encouraged to speak with existing parents about their perception of the school community and its involvement and engagement of parents. In this way those considering enrolment receive a balanced view of our school and what it offers. We have confidence that we listen to our community and seek opportunities for renewal and improvement as a natural part of our operation. For this reason we are happy for parents to share with those seeking enrolement their perceptions of our school, its strengths and areas of improvement.

Respectful relationships education programs

A defining characteristic of our school is the respectfulness of interactions throughout the school community. This overall

tone could be attributed to our investment in staff training in William Glasser’s Choice Theory, Reality Therapy and

Quality Management. This approach emphasizes the need for positive respectful interactions between staff and students

and the need to avoid punishments that often serve to build resentment and break down relationship. Restorative actions

are preferenced and planning that focusses on more prosocial behaviour choices into the future are emphasized. Over

80% of staff have engaged in four days of training in this approach.


Human Relationship Education Programs and a Trial of the Daniel Morcombe Curriculum that emphasizes protective

behaviours also build student understanding of positive interaction patterns that are respectful of all.

School disciplinary absences

Table 6: Count of incidents for students recommended for school disciplinary absences at this school

Type of school disciplinary absence

2016 2017 2018

Note:

School disciplinary absences (SDAs) are absences enforced by a school for student conduct that is prejudicial to the good order and management of the school.

Short suspensions – 1 to 10 days 4 5 17

Long suspensions – 11 to 20 days 1 0 5

Exclusions 0 0 0

Cancellations of enrolment 0 0 0

Environmental footprint

Reducing this school’s environmental footprint

The school has a recycling program in place to reduce waste paper from going to landfill.

The students receive instruction on how to reduce our environmental footprint by turning off lights and air conditioning units when not in the room.

The increase in water consumption in the table below reflects a significant water leak that was not identified until changes in our consumption patterns were identified.

The school does however use captured rain water for our toilets and also for grounds care and we have a storage capacity of 300000 litres which reduces our consumption overall.

Table 7: Environmental footprint indicators for this school

Utility category 2015–2016 2016–2017 2017–2018

Note:

Consumption data is compiled from sources including ERM, Ergon reports and utilities data entered into OneSchool* by schools. The data provides an indication of the consumption trend in each of the utility categories which impact on this school’s environmental footprint.

*OneSchool is the department's comprehensive software suite that schools use to run safe, secure, sustainable and consistent reporting and administrative processes.

Electricity (kWh) 61,263 138,053

Water (kL) 6,738 6,190

School funding

School income broken down by funding source

School income, reported by financial year accounting cycle using standardized national methodologies and broken down by funding source is available via the My School website at.

How to access our income details

1. Click on the My School link http://www.myschool.edu.au/.

2. Enter the school name or suburb of the school you wish to search.




3. Click on ‘View School Profile’ of the appropriate school to access the school’s profile.

4. Click on ‘Finances’ and select the appropriate year to view the school financial information.

Note:

If you are unable to access the internet, please contact the school for a hard copy of the school’s financial information.

Our staff profile

Workforce composition

Staff composition, including Indigenous staff

Table 8: Workforce composition for this school

Description Teaching staff* Non-teaching staff Indigenous** staff

Headcounts 35 46 <5

Full-time equivalents 29 28 <5

*Teaching staff includes School Leaders.

** Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

Qualification of all teachers

Table 9: Teacher qualifications for classroom teachers and school leaders at this school

Highest level of qualification Number of qualifications

*Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.

Doctorate

Masters 11

Graduate Diploma etc.* 2

Bachelor degree 22

Diploma

Certificate


Professional development

Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2018 were $10,274.82. Investing for Success initiatives also supported professional growth through the employment of an Executive Coach and Distributed Leadership strategies to support staff coaching.

The major professional development initiatives are as follows:

Learning Walk Programs to provide collegial feedback and differentiated coaching.

Onsite coaching in Proloquo2Go for Teachers, Aides and Parents.

Lighthouse programs to promote literacy learning utilising an Executive Coach working across schools.

Sector Planning Meetings and Moderations Processes to provide collegial support for improved understanding of the achievement standards within the Australian Curriculum.

The proportion of the teaching staff involved in professional development activities during 2018 was 100%

Staff attendance and retention

Staff attendance

Table 10: Average staff attendance for this school as percentages

Description 2016 2017 2018

Staff attendance for permanent and temporary staff and school leaders. 95% 94% 95%

Proportion of staff retained from the previous school year

From the end of the previous school year, 97% of staff were retained by the school for the entire 2018.

Performance of our students

Key student outcomes

Student attendance

The overall student attendance rate in 2018 for all Queensland state Special schools was 87%.

Tables 11–12 show attendance rates at this school as percentages.

Table 11: Overall student attendance at this school


Overall attendance rate* for students at this school 92% 90% 88%

Attendance rate for Indigenous** students at this school 74% 75% 71%

* Student attendance rate = the total of full-days and part-days that students attended divided by the total of all possible days for students to attend (expressed as a percentage).

** Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.


Table 12: Average student attendance rates for each year level at this school

Year level 2016 2017 2018 Year level 2016 2017 2018

Notes:

1. Attendance rates effectively count attendance for every student for every day of attendance in Semester 1.

2. Student attendance rate = the total of full-days and part-days that students attended divided by the total of all possible days for students to attend (expressed as a percentage).

3. DW = Data withheld to ensure confidentiality.

Prep 94% 94% 94% Year 7 94% 93% 86%

Year 1 96% 91% 91% Year 8 92% 89% 88%

Year 2 97% 88% 89% Year 9 79% 92% 88%

Year 3 90% 95% 97% Year 10 96% 77% 88%

Year 4 99% 88% 92% Year 11 94% 96% 83%

Year 5 93% 94% 84% Year 12 88% 83% 88%

Year 6 89% 89% 92%

Student attendance distribution

Graph 1: Proportion of students by attendance rate

22

21

18

11

11

6

23

17

24

44

51

52

0% 20% 40% 60% 80% 100%

2018

2017

2016

Proportion of Students

Attendance Rate: 0% to <85% 85% to <90% 90% to <95% 95% to 100%

Description of how this school manages non-attendance

Queensland state schools manage non-attendance in line with the Queensland Department of Education procedures: Managing Student Absences and Enforcing Enrolment and Attendance at State Schools; and Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism.

Participation at our school is extremely high by most students. Where absences are unexpected, the school works with parents to facilitate a high pattern of attendance. The school works proactively to ensure the active engagement of all students in meaningful learning experiences that provide realistic challenge. In this way we optimize attendance.

NAPLAN As all our students have a verified Intellectual Disability they typically receive and exemption from NAPLAN unless parents specifically request that their child be included.

Year 12 Outcomes

Tables 13–15 show for this school:

a summary of Year 12 outcomes

the number of Year 12 students in each OP band

the number of Year 12 students awarded a VET qualification.

Details about the types of outcomes for students who finish Year 12 are available in the annual Year 12 outcomes report.

Additional information about the AQF and the IBD program are available at www.aqf.edu.au and www.ibo.org.

http://ppr.det.qld.gov.au/education/management/Pages/Managing-Student-Absences-and-Enforcing-Enrolment-and-Attendance-at-State-Schools.aspx

http://ppr.det.qld.gov.au/education/management/Pages/Roll-Marking-in-State-Schools.aspx

http://ppr.det.qld.gov.au/education/management/Pages/Roll-Marking-in-State-Schools.aspx

https://www.qcaa.qld.edu.au/about/publications/statistics

https://www.qcaa.qld.edu.au/about/publications/statistics

https://www.aqf.edu.au/

https://www.ibo.org/


Table 13: Outcomes for our Year 12 cohorts


Number of students who received a Senior Statement 5 12 7

Number of students awarded a QCIA 5 11 6

Number of students awarded a Queensland Certificate of Education (QCE) at the end of Year 12 0 0 0

Percentage of Indigenous students awarded a QCE at the end of Year 12

Number of students who received an OP 0 0 0

Percentage of Indigenous students who received an OP

Number of students awarded one or more VET qualifications (including SAT) 0 0 0

Number of students awarded a VET Certificate II or above 0 0 0

Number of students who were completing/continuing a SAT 0 0 0

Number of students awarded an IBD 0 0 0

Percentage of OP/IBD eligible students with OP 1-15 or an IBD

Percentage of Year 12 students who were completing or completed a SAT or were awarded one or more of the following: QCE, IBD, VET qualification 0% 0% 0%

Percentage of QTAC applicants who received a tertiary offer.

Notes:

• The values above:

− are as at 11 February 2019

− exclude VISA students (students who are not Australian citizens or permanent residents of Australia).

• Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

Apparent retention rate – Year 10 to Year 12

Table 16: Apparent retention rates for Year 10 to Year 12 for this school


Year 12 student enrolment as a percentage of the Year 10 student cohort 157% 125%

Year 12 Indigenous student enrolment as a percentage of the Year 10 Indigenous student cohort

Notes:

1. The apparent retention rate for Year 10 to Year 12 = the number of full time students in Year 12 expressed as the percentage of those students who were in Year 10 two years previously (this may be greater than 100%).

2. Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

Student destinations

The Queensland Department of Education conducts annual surveys that capture information about the journey of early school leavers and Year 12 leavers from school to further study and employment.

Next Step – Post-school destinations

The results of the 2019 Next Step post-school destinations survey, Next Step – Post-School Destinations report (information about students who completed Year 12 in 2018), will be uploaded to this school’s website in September 2019.

https://qed.qld.gov.au/publications/reports/statistics/schooling/learning-outcomes/next-step


To maintain privacy and confidentiality of individuals, schools with fewer than five responses will not have a report available.

This school’s report will be available at http://www.mackenziespecs.eq.edu.au/Supportandresources/Formsanddocuments/Pages/Documents.aspx

http://www.mackenziespecs.eq.edu.au/Supportandresources/Formsanddocuments/Pages/Documents.aspx