DUNCRAIG SESC - West Coast SESC · DUNCRAIG SESC A N N U A L R E P O R T 2 0 1 6 2016 was one of our busiest years ever, both in Centre activities and school ... A case conference

From the Principal - Mrs Carol Clarke

DUNCRAIG SESC

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2016 was one of our busiest years ever, both in Centre activities and school growth, with more students joining the school throughout the 12 months. Students have been extended in a number of ways this year, through additional hands-on activities such as creating art work with Junkadelic and learning about reducing, reusing and recycling material through to attending a variety of camps and undertaking activities outside of their normal comfort zone. Students have also been exposed to opportunities to trial things that they may like to take up as a leisure activity when they leave school, participating in Zumba, Martial Arts and Photography. Educational experiences are of upmost importance and student learning is most effective when they are experiencing something that is enjoyable. We provide our students with enriching learning experiences through the opportunities that are provided to them. Music played a large part in the curriculum during Terms 1 and 2 with Music Rocks Australia coming in each week to teach our students guitar, keyboard and drums. The use of music as a vehicle for personal, social and musical development is quite outstanding to see and parents saw this first hand when seeing their children up on stage in front of a large crowd, showcasing what they had learnt over the semester. Students displayed courage, perseverance , determination and to overcome nerves in participating in this event. There have been many highlights of 2016. One highlight is the extension of our Photography Program with students entering their superb pictures of wildlife, flora and fauna into a variety of photographic competitions and being placed for their entries. Some students have been awarded monetary prizes, had their artwork framed or printed onto canvas and have received certificates of participation. We are so proud of our photography students and a selection of their artwork has been professionally framed and hung in our top administration office and in our conference room. There have been many sporting highlights in 2016 too with our students taking part in a number of “Come and Try Days” with other Education Support Centres and trialling a range of sports such as netball, golf, cricket and much more. Students have also continued to enjoy weekly soccer sessions with our soccer coach Mark Lee which culminated in our annual Friendship World Cup soccer tournament with Sacred Heart College. In addition, our lower school students starting swimming lessons for the very first time and this was a most successful program, thoroughly enjoyed by all who took part. Physical education is an essential part of schooling and vital for the development of fit and healthy, young adults. A magnificent climax to the year was the Independent School Review which was undertaken in August. Two independent reviewers from the Department of Education Services came into the Centre over a two day period and conducted a full schedule of interviews with students, staff and parents. The findings’ report was overwhelmingly positive with the Centre receiving ten commendations and no recommendations at all for improvement! This was an amazing result and reflects the exceptional work, commitment and professionalism of our staff in the provision of a wide range of programs for students. The most significant moment in the year was the news of DSESC’s proposed relocation to the same site as Warwick Senior High School in 2018. Whilst this news initially caused anxiety throughout the school community, parents, staff and students now realise that the intended move will result in permanent classrooms, improved access to specialist facilities, access to a heated swimming pool and most importantly, optimum opportunity for social integration with mainstream peers. A huge amount of work lies ahead in 2017 in preparing our students, staff and families for the move and making the transition across to the new site as positive and stress free as possible for all concerned. We look forward to a challenging but exciting 2017.

Best Wishes, Carol Clarke

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About Our Centre

D U N C R A I G S E S C A N N U A L R E P O R T 2 0 1 6

Vision Statement

Students at Duncraig SESC are encouraged to develop skills relevant to their individual needs and to take pride in their achievements. They are supported to embrace opportunities to fulfil their educational and personal goals in order to successfully participate in all aspects of their lives and their communities. As a staff we are proud of our school and its students. We strive to respect each other and work collaboratively to make a difference in the lives of our students and their families. Our community acknowledges our students’ potential and actively welcomes them into workplaces to develop skills and confidence for their post school futures.

Duncraig SESC caters for a diverse range of secondary students and their families. Not all students live in the immediate area. Many students travel on the school bus or independently on public transport. We are co-located with Duncraig Senior High School. Our students have access to the DSHS facilities and some participate in mainstream option classes. In 2016 we had 77 students enrolled in the Centre The classes in 2016 were grouped as follows: Year 7, Year 8/9, 10/11, 11, 12, along with a cohort of Year 13 students across a number of classes a specialised language class for students with high needs autism, lower school TEACCH and an upper school TEACCH class. Each DSESC class has a class teacher who is assisted by Education Assistants to deliver core subjects such as: English, Maths, Health and Society and Environment. During 2016 we expanded ASDAN throughout the Centre. The philosophies of Team-Teach are employed by all staff. Team-Teach focuses on positive handling strategies (including physical restraint as a last resort) to support those who display challenging behaviour, through a whole school holistic approach. Each student’s progress is closely monitored through case management involving Individual Education Plans (IEPs) in lower school and Individual Transition Plans (ITPs) in upper school. A case conference review and written report each semester, plus work samples and portfolios, help to keep parents informed of student progress. We monitor DSESC students’ progress through tests such as individual Waddington testing in numeracy and literacy each year to achieve longitudinal data which informs school planning. DSESC students are exempt from national testing.

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Business Plan

School Overview—About Us

Duncraig Secondary Education Support Centre (DSESC) was established in 2004.

DSESC is co-located with Duncraig Senior High School on the Gilbert Road Duncraig campus. Public transport is easily accessed and currently there are two designated school buses for eligible students to be transported to and from the Centre.

DSESC caters for students in Years 7 -13 with a mild to moderate intellectual disability or autism. School programs are designed to cater for the individual needs of each student. A collaborative process between parents, students, teachers - and in some instances therapists and representatives from external agencies - is utilised to develop Individual Education Plans (IEPs) in Years 7 -10 and Individual Transition Plans (ITPs) in Years 11, 12 and 13.

The Business Plan links directly to the objectives and strategies of the Strategic Plan for Public Schools 2016-2019. Plans are organised around focus areas (priorities) that are particularly relevant to our setting. Each focus area includes an overview and a business plan that outlines school targets and/or milestones. Strategies by which we intend to achieve current year targets/milestones are described in a supporting Operational Plan. These plans link to the Priorities (Focus Areas) of the Strategic Plan for WA Public Schools 2016-2019.

Focus 1 To have high expectations for every student.

Focus 2 To implement a renewed and relentless focus on the best possible

teaching practices.

Focus 3 To have strong and empowering leadership in the Centre.

Focus 4 To build a capable and responsive organisation for now and into

the future.

Overarching Aim of the four Focus Areas

To establish clear expectations for staff and students; create the conditions that enable everyone to perform at their best; and design accountability settings in which staff can demonstrate their effectiveness. We aim to provide a high quality school education for every student whatever their ability, wherever they live and whatever their background.

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The Big Plan / Transition

In 2015, we had 8 families participate in the Big Plan person-centred planning sessions. This venture was an outstanding success and culminated with all families being in-troduced to a feedback session at the end of the year to share their post school option planning experiences. All but two students had a clear pathway. One of the two returned to complete Year 13 and the other planned on working for a family member in the near future.

In 2016, the numbers had increased to 14 families who participated in the Big Plan process. This meant the sessions had to be spit over 2 Semesters. The popularity of this process is testament to the professionalism of the sessions run in 2015 which are endorsed and supported by LAC‘s, parents and outside agencies.

Teaching staff, particularly in upper school, were invited to the Open Café and to the Big Plan sessions to support students and parents in the Post School planning processes as well as to widen their knowledge in these crucial areas. Staff then gave feedback to other members of staff at teachers‘ meeting etc. We also implemented comprehensive note taking at the Open Café events . These notes were then made available to both parents who were unable to attend as well as to staff members to increase awareness and knowledge.

Former parents were invited to all Open Café meetings to encourage ongoing support. Former students were invited into school for the annual School Reunion to catch up with their peers and staff.

Year 7 Transition Our transition coordinator conducted visits to Primary Schools to complete observations on potential Year 7 students. After this, transition plans were formulated and implemented to make this process seamless. Our Year 7 students completed Transition Visits during Term 4. Students completed a number of activities to learn about their new secondary education centre and become familiar with their new classmates and teachers. Students enjoyed participating in some team building activities and activities with our

specialist teachers, exploring the garden and talking about Bush Rangers with Mrs

Nolan.

Parents were invited to an afternoon tea made by the students, met other Year 7

families, took part in a question and answer session and met with a number of DSESC

staff members.

DES C Sc hool B oar d

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In 2016, there were twenty-one students accessing VET Courses. One student enrolled with the Open College to complete a Certificate II in Animal Studies. This type of learning requires motivation, total commitment, and exceptional time management skills, all of which the student demonstrated. The student was fully engaged with the Program both theoretically in school and practically out at Landsdale Farm. Another of our students enrolled at Durack Institute of Technology and gained accreditation in the Certificate II in Animal Studies which he began in 2015. Three students attended Landsdale Farm to complete a Certificate I in Agrifoods. All students worked well in this course and gained invaluable skills re: Occupational Health and Safety and team building skills. Two students attended Balga TAFE to complete a GATE (Gaining Access to further Training and Education) Course. We received great reports about our two students who settled in well to the course and were a credit to the Centre. Both young ladies displayed a strong work ethic and polite disposition. Two students attended Mirrabooka SHS ESC to complete Certificate I in Hospitality. We offered a Keys For Life Course in 2016 to identified students. The course was run by trainers from Intework. We had five students accessing the course, which enables students to achieve their L Plates without having to access the Licensing Centre. One of our students attended the Driver Education Course at Leederville TAFE. Twelve students were enrolled in Certificate I Wider Opportunities for Work (WOW). This was delivered on site by ACTIV Pathways. Participation within this course has ensured a comprehensive introduction to being work ready for our students and sits alongside their first ever experience of work organised by the school. Three of our Year 10 students attended a Try– A–Trade Day at the College of Electrical Training in Joondalup on 19th, 20th and 21st September as well as at Balga TAFE for Building and Construction on 7th, 8th and 9th November. Try-A-Trade Programs are designed to provide students with a hands-on experience in a range of trades thereby enabling students to make a better informed choice about career opportunities in specific industry areas. Students enjoyed a wide range of practical experiences including welding and learning about the safe use of hand tools, PPE and how to adhere to OHS principals in a workshop environment.

During 2016, DSESC spent just over $30,000 subsidising a variety of VET courses for students.

Vocational Education and Training (VET)

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Structured Workplace Learning (SWL)

In 2016, DSESC had seventeen workplaces which catered for twenty-five students from Year 11 and Year 12. Most students enjoyed their work placement. There were five students who were being considered for work trial. Year 10 students were assessed in their work experience placements by ACTIV Trainers as part of the WOW Course. Twenty-five Year 11s and 12s participated in SWL. Two Year 12 students attended SWL independently with all other placements being supported by DSESC staff. Planning (incorporating parent information sessions) and confirmations were sought in preparation for the Yr 10s to engage in work experience in Term 3. One student transitioned to a work trial with Paraquad Industries and was able to travel independently to and from work on the bus and train. He has secured paid employment for next year. Two students have secured paid employment with ACTIV Industries and two others were on work trials there. Good Sammy Industries awarded a $1000 scholarship to two of our students. These scholarships will be used by the students to help towards their TAFE fees for 2017. In addition, one of these students also gained one day employment at the Good Sammy Store in Osborne Park as she performed so well during work experience. Trainwest offered a position in an open employment environment for learning office skills. One of the students really blossomed in this inclusive environment and fitted in well, learning some excellent transferrable skills. He will continue there in 2017 as he has become a valued member of their team. Another student completed a full year of work experience with 89.7Fm at the ECU Joondalup campus. She learned many office skills and how a radio station operates. Over time, she was able to develop the skills to enable her to work independently at this workplace. Five students were identified as suitable to undertake future work trials. All workplaces were pleased with the productivity of our students and the school went above and beyond all expectations to make the SWL program a success. This included therapists being involved with travel training/social stories/EA support etc. Six new employers offered placements for students and the SWL Coordinator regularly investigated and contacted potential new employers.

*(different employers on different days, some students with same employer both days some different, 6 out 2 days, 2 out 1 day) For the leavers who participated in the SWL program 50% have secured paid employment or a work trial. This is a fabulous result for these students and we wish them all the very best for their future.

Year 10 Year 11 Year 12

Students 10 8 15 + 1 Work trial + 1 employed

Employers 5 9 15

Placements 5 *13 23

DES C Sc hool B oar d

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Photography

Will, one of our Year 7 students, recently won an encouragement award in the Chevron Capture Nature Photography Competition. This competition attracts over 1400 entries around the State and we are extremely pleased with Will’s success. Will received a certificate from Chevron, a framed picture of his photo entry and a cash prize which he is putting towards a camera. Here is his winning photo. CIVCON Civil and Project Management kindly sponsored an internal DSESC photo competition run specifically for our students. CIVCON provided 3 prizes for this competition. 1

st prize was awarded to Adam in Year 10, with 2

nd prize to Christian in

Year 7 and 3rd

prize to Will, also in Year 7. Here are their photographs. Adam’s photo Christian’s photo

Will’s Photo

Well done to the winners and to all the photography students for their fantastic photographs taken throughout the year. Student photographs were showcased at the Abilities Careers Expo at Crown, Perth in September. We look forward to continuing and enhancing the Photography Program further in 2017.

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Japanese Sister School—Fukuyama-Kita Special Support School

In 2016, we continued building on the existing camaraderie between the two schools from different nations. The focus for our students was to understand the value of unity in diversity marking our journey with our Sister School in Hiroshima Prefectural, Japan. In Term 1, DSESC took the opportunity to participate in the City of Joondalup‘s Twilight Lantern Parade 2016 themed - Going Places. As a part of our school‘s Asia Literacy- Japanese Program we highlighted the school‘s association with our Sister School in Japan. The magnificent lantern event was held on 19th March. This provided an opportunity to showcase the wonderful connection between the two schools. All students participated in the construction of numerous lanterns ranging from small-sized paper and tin lanterns to a large Mount Fuji lantern, Geisha dolls and Koi fish. Students followed the Japanese designs and patterns, trimmed the bright papers, cut the metal sheets, set up the structure, glued the pieces, put in the batteries and tested the fairy lights, etc. with little assistance from staff. For the parade, students were also encouraged to dress up in Japanese kimonos supplied by staff. The whole evening was a wonderful occasion for all the participating students, staff and their families to walk and celebrate the festival of lights based on Dr. Seuss‘ ―Oh! The Places We Go! The students were also encouraged to understand the significance of

each lantern to the characteristics of the country of Japan. In the second term, the students focussed on getting familiarized with the geographical, cultural and historical facts about Japan. The students were made aware of Japan’s location and its distance from Australia on the map. They were also introduced to the traditional folklore that circles around the Star Festival called Tanabata which is celebrated each year on 7

th July.

In addition to this, they also enthusiastically involved themselves in paper construction activities, developing tiny Japanese villages, sumo wrestler games and Japanese Macaque. The students also listened to the audio CDs sent to us by our Fukuyama Sister School friends in Japan. They were delighted to see the charts and displays sent by the Japanese students highlighting their school lifestyle. Some of the senior Duncraig

SESC classes also created Japanese corners in their classrooms.

Term 3’s Asia Literacy Programme highlight was the celebration of the Japanese Sakura Festival with the onset of the Spring season. Students dressed up in Japanese kimonos. They removed their shoes before entering the classroom and sat on a bamboo mat, just as they do in Japan. They listened and learnt about Japan through PowerPoint presentations from fellow students learning interesting facts about Japan. The students then participated in the Japanese culture of picnicking under Cherry Blossom trees during the Festival where they sampled sushi, green tea and lemonade. In Term 4, the beautiful, heart-rending story of a young girl called Sadako was read out to the students. Based on the book, the students were asked a number of questions related to the historical, cultural and emotional aspects of the story. The students shared and asked a number of questions to relieve their curiosity about the Japanese traditions. Students from Room 15, amazingly, co-related the story to the different emotional features of Zones of Regulation. The students received a never-before opportunity to have a chat with the Sister School students from Hiroshima. During the link, students asked their set of questions to the Japanese students. It was a great session between the two schools and one that we are eager to do again.

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DSESC held an ANZAC Ceremony respectfully paying homage to this important occasion and acknowledging the sacrifices made by the servicemen and servicewomen at Gallipoli and in subsequent wars. In 2016, the cadets were involved in taking care of and nurturing their school

environment. They cadets weeded, raked, swept, and removed rubbish from the internal

garden, moved trailer loads of soil and mulch, and planted a new crop of vegetable and

herb seedlings. The fruit trees in our orchard grew. The garden produce was used in

Home Economics classes.

Cadets wore their green Bush Rangers t-shirts during Bush Rangers lessons. Cadets

always wore a hat and put on sunscreen whilst in the garden to protect them from the

sun.

The waste recycling station was established in the undercover garden area. Cadets

learnt about the Centre’s waste reduction initiatives and what each piece of equipment

or coloured bin represented and how the Centre would reuse each waste item. The TR2

focus was crushing cans using the new can crusher.

Bush Rangers used recycled materials to create lanterns for the City Of Joondalup Lantern Parade. Later in the year, they were involved in the creation of our amazing sculptures made from waste materials. The very creative Junkadelic staff guided the cadets through the brainstorming session of what to build, what colours to use and what materials to reuse. The cadets then built their creations guided by Junkadelic staff. The key waste message of reduce, reuse and recycle is emphasised in a practical yet fun manner. This year we built a Gecko and a Willy Wagtail-Koala-Peacock. These are displayed in the school grounds. Most cadets were involved in the production of Outback Packs for the Keep Australia Beautiful Council. We had a target of putting together 1000 Outback Packs this year. Semester 1 Camps comprised of:

Three day camp to Ern Halliday for TR1, TR2, TR4, Rooms 14 and 15

Semester 2 Camps comprised of:

Two day camp to AQWA for a ‘shark sleepover’ for 16B and TR4 Three day camp to Fairbridge Village, Pinjarra for TR6 and TR7 Two day camps for 16A one to Caversham Wildlife Park and one to Outback

Splash.

There was also a wonderful whole school excursion to Yanchep National Park. All camps were highly successful and beneficial to the students.

Bush Rangers

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All students were involved in making art/craft works to celebrate Valentine‘s Day and Easter. The students created beautiful hearts made from recycled jigsaw puzzles and also made a nest from glue and wool to put their beautiful sequin covered eggs in. Students from all classes were involved over several weeks in making Japanese lanterns in readiness for the Joondalup Lan-tern Festival. Students nailed holes into frozen tins to create patterns and then painted and decorated them. The finished products looked fantastic on the night as they glowed through the streets of Joondalup. Students used woodwork skills over several weeks to create some stunning chalkboards in Enterprise. They glued, nailed, painted and sanded to produce these colourful and useful blackboards. Some students also produced wooden bookends using the same techniques. Sewing skills were taught and practiced and some students made hessian bookmarks or hand sewn wine sleeves whilst others learnt how to sew on buttons. Room 14 and 16A students explored collage as well as oil pastel and ink. They completed a collage of their body using various materials to cut and paste on. They also made fantastic puzzles of themselves. The Easter heat packs were a major Enterprise project for these students this term. Students worked hard tracing, cutting, pinning, filling and weighing the heat packs and an impressive 32 were sold for Easter. In TR6, the emphasis was on teaching students how to use the new coffee machine and grinder as well as to continue practicing customer service and communication skills. The Christmas Market was held at the beginning of December 2016 at the Marangaroo Family Centre. Lots of student-made articles were sold on the day and we received many compliments about the quality of the items for sale. The Readshaw Room was redesigned and more cupboards were installed for storage. Work on the café area was ongoing with the installation of a new commercial coffee

machine and staff training on this equipment took place. Two students enrolled in Cert II Hospitality at the Mirrabooka Trade Centre as part of collaboration between secondary schools in the Education Support North network.

Art & Enterprise

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ICT

ICT support for 2016 was provided to DSESC students and staff by the Duncraig Site IT Manager, and in-house by DSESC IT support staff. 25 desk top computers were purchased throughout 2016. DSESC increased its ratio of IT devices to students ensuring that every student had access to either an Ipad or a computer. 10 laptops were purchased for each learning area. Proloquo2go and Board Maker were implemented across selected classes where the need was identified. After school IT PL sessions were continued throughout 2016 for staff who wished to extend their IT skills and knowledge. A new Centre website was developed and this will be regularly updated in 2017.

DSESC is committed to investing in technology as a school.

Health

Our Health Coordinator delivered Health lessons to Year 10, 11 and 12 students from TR1, TR6 and TR7. Topics included personal health and hygiene and included dental hygiene for the Year 10 students and the ASDAN Relationships Module for Year 11 and Year 12 students. All Year 13 students completed at least 3 units from the portfolio by the end of 2016 and will continue with other modules in 2017. Our Health Coordinator also guided and oversaw teaching staff to use the SECCA Board with individual students who required a more one-to-one tailored Heath Program. Our Health Coordinator and Health specialist teacher invited Holly-Ann Martin from the Safe4kids program into school to support staff in the delivery of a succinct Protective Education Program. Forty-nine DSESC staff attended a 2 hour PD opportunity, on 4th April, to learn about the Program and discuss the delivery of such a sensitive and important curriculum, especially for students in Education Support who may be more at risk. On 16th May Holly-Ann came into school for the day to support staff at a classroom level. Parents were also invited to an information session at school so that they too could gain knowledge of the importance of their role in teaching their child about Protective Behaviours. Paul Litherland, a specialist in the area of Internet Safety and the safe use of technology was invited into school by the Health Coordinator on 24th October to deliver presentations to identified groups of students. Paul Litherland delivered a workshop to parents in order to improve their knowledge about using technology safely, internet safety and what they can do as parents to protect their children. The People First Program Educators were invited into school by the Health Coordinator to deliver a six week programme to 5 classes for one hour per week. This commenced in Term 3 and involved the delivery of targeted areas of the Health Curriculum including sexual health, protective behaviours and emotional development.

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Mindfulness Through the Mindfulness program the students and staff embrace the practice of Mindfulness in relation to emotional regulation, self-management strategies and every day student and staff wellbeing. The classes have taught the students:

The science of brain plasticity - the way that we can strengthen positive pathways and neural packages in the brain.

Self-calming, including the mindful breathing techniques.

Mindful focus and attention training.

The difference between a helpful and non-helpful thought.

The difference between thoughts and facts.

How to redirect their thoughts.

Taking a moment to breathe, pause and respond more thoughtfully rather than reacting.

Recognising the differences between the bodies calm and stressed states.

Progressive muscle relaxation.

Recognising and paying attention to the senses (including the sensory walk and rainbow walk).

Gratitude meditation.

Self-compassion meditation.

Mindful colouring. This program has been of great benefit to all and in Semester 2 these classroom Mindfulness practices have extended to incorporate more mindful movement, breathing, focus, thought direction strategies, self-awareness activities and art therapy. Mindfulness does not mean meditation or being calm and still - it is more a way of being than doing.

ASDAN

A total of sixty-three students were enrolled in ASDAN courses. Nine Year 7 students were enrolled in New Horizons. Seven Year 8 students were enrolled in New Horizons. Eight Year 9 students were enrolled in Transition Challenge. Eleven Year 10 students were enrolled in Transition Challenge modules. Nine Year 11 students were enrolled in Transition Challenge and Towards Independence modules. Nineteen Year 12 students were enrolled in Towards Independence modules. There was ongoing training and upskilling of staff in ASDAN. By the end of Term 3, all teachers and at least two EAs from each class had completed training. All teachers continually worked on ASDAN programs in their classes. Students developed portfolios to reflect their learning journey in their particular modules. In 2016, all classes were running ASDAN as a part of their programs. We submitted the Year 12/13 Environment modules in June for external moderation and all were passed with positive comments. By the end of 2016 students had completed a total of 120 ASDAN modules.

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The Multilit Program is on-going. An additional EA was trained and another was identified and trained in Semester 2, 2016. We now have a bank of skilled Multilit teachers who can rotate through the students and encourage the skills in the classroom. In 2016, Multilit students worked hard and made great progress. 100% of students completed Word Attack Skills, Sight Words and Reinforced Reading. This program is a great way of encouraging good reading habits. At home parents were encouraged to listen to their child read and give them time to work the words out. As they had access to the Reading Eggs program at home and most students love this program, students were able to have the time to access and use other features of the program. In 2016, we had 25 students on the Multilit Program. 85% of students improved by more than 3 levels. One of the most noticeable changes was students’ use of expression when reading. This made the story more engaging for the listener and also demonstrated the students’ increasing comprehension. Forward Planning: In 2017 our target will be for 100% of students enrolled in the Multilit Program to improve by 2 levels.

Students continued to enjoy their weekly guitar lessons with Vas. Students made steady progress and continued to work hard in acquiring guitar skills. There are a number of key reasons why learning to play guitar is important and all of these factors can only benefit our students. Key benefits include but are not limited to the following:

Increases intellectual capacity.

Improves discipline and patience.

Relieves stress.

Provides a sense of achievement.

Provides a medium to communicate emotions.

Provides a workout for arms, hands and fingers.

Making Up Lost Time in Literacy (Multilit)

Guitar Lessons

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Zumba

Soccer Program

Through 2016, indoor soccer sessions focused on fundamental movement skills including a great deal of work on changing direction, stopping, turning, speed, agility and balance. There were many sessions based on technical skills with the ball such as dribbling, juggling, 1

st touch and moves to beat defenders.

Outdoor sessions focused on passing, dribbling, shooting and decision making with the many small sided games played. The students were challenged to organise their team and encouraged to referee their own games.

The main emphasis on all sessions however is always on keeping the students active and encouraging lots of smiles, laughter and fun playing a game they will hopefully play for many years to come. Term 3 culminated in the annual Friendship World Cup soccer tournament with our friends from Sacred Heart College.

Rachel and Vahida from R&V Zumba came into the Centre in Semester 2 to run a very successful recess club on a Tuesday with all the students. Participation in this club has been positive, energetic, enthusiastic and most of all lots of fun! The students requested that this recess club continue next year and we are delighted that Rachel and Vahida will be returning in Term 1 2017 to enthuse and energise our students further. This is a program that also enables students to learn skills that may encourage them to attend Zumba lessons with their family members.

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Martial Arts

Members of Zen Do Kai Martial Arts came into the Centre in Semester 2 to run a very successful recess club on a Thursday with all the students. The techniques imparted have helped to improve strength, balance, co-ordination and spatial awareness and students have gained some self-defence skills. Over time, we have witnessed perseverance, determination, courage, encouragement and a willingness to give the difficult a go. The students gained in confidence and we were privileged to observe some wonderful qualities develop. This club will be running again in 2017.

Music Rocks

Music Rocks Australia is a mobile school of music. They created performance bands from Duncraig SESC classes with the latest music technology and instruments using music as a vehicle for personal, social and musical development. With a wide range of outcomes to promote powerful, healthy young lives it is suitable for students with no prior musical experience as well as elite young musicians. Young people become inspired and every participant is looked after with the ethos ‘every child, every time!” The Music Rocks Ensemble Program produced some amazing musical, personal and social outcomes this year. Our students had fun and the engagement and connection each week was something to behold. Music Rocks Australia came into school on a Tuesday and a Friday in Term 2 for 10 weeks and the progress our students made over the course of the program meant that they were ready to show family and friends what they had achieved at a Music Rocks

Concert on Saturday 25th June in Northbridge.

The concert, in conjunction with other Education Support Schools, was held at the Games Sports Bar and gave parents / guardians the opportunity to see their children

shine on stage and be part of a band.

Students displayed much courage, perseverance and determination to overcome

nerves and stand up on stage in front of a large group of adults and they were

FABULOUS!

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DSESC Website

The DSESC website was developed further in 2016 to include more information on the Programs run out of the Centre. After experiencing ongoing technical issues, which were out of the control of the website provider, a decision was taken to change website provider. The change over was relatively seamless with the new website being up and running within two weeks of the change. Further additions to the new website were made to include the showcasing of photographs taken by DSESC students as part of the Photography Program. These photographs are shown on a rotational basis on the home page. The website will become a useful vehicle through which to communicate information to parents regarding the relocation of DSESC to the same site as Warwick Senior High School at the beginning of 2018.

DSESC e-Bulletins & Facebook

In 2016 it was decided that weekly e-Bulletins would be put together for parents and sent out by email every Friday. The reason for initiating the e-Bulletin was to reduce the number of emails sent to parents advising them of community news and activities, school specific information and reminders regarding upcoming events. Feedback from parents regarding the e-Bulletins has been extremely positive and these will continue during 2017. E-Bulletins are uploaded on a weekly basis to the DSESC website for future perusal and reference. DSESC is always looking for ways in which quick and efficient communication can be enhanced between the school and the school community. It was decided that DSESC should consider using social media as a medium through which to do this and should create a Facebook Page. Towards the end of 2016, work began to build a Facebook Page. This was created as a closed group for parents only and is not available for viewing by the wider community. It is hoped that the Facebook Page will go live early in 2017 and will be a useful tool to keep parents abreast of relocation developments as well as school specific news.

Student Facts

Student Attendance

Duncraig SESC consistently achieves a higher student attendance rate than the average in WA public schools. Attendance for 2016 was exceptionally high, following the trends of previous years. Duncraig SESC also introduced supplementary ways in which attendance is recorded to ensure accurate data. The average attendance rate for 2016 was 87%.

Parent, Student and Teacher Satisfaction

We actively encourage parents to contact the Centre and discuss any areas of concern. We work collaboratively with them in the creation of IEPs and ITPs. We consistently receive positive feedback from parents in regard to accessibility to staff and the fact that they feel consulted about their child’s educational and social development. Many prospective families comment that they have chosen DSESC because of very positive feedback from parents of students enrolled at the Centre. Students at the Centre have indicated that they feel safe and secure within the Centre. They greatly enjoy SWL and developing skills which they can transfer to the workplace. There is a high level of participation in our lunch groups which include chess, checkers, a variety of outdoor games, book club, Ipad club, Wii Club, Karaoke and a girls’ group. There are also Zumba and Martial Arts clubs. Students build secure friendships whilst at the Centre, with many interacting outside of school on a social level. These friendships often continue when students graduate. Visiting therapists, prac students and external agencies also regularly comment on the nurturing and welcoming environment at Duncraig SESC.

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Student Services / School Psychology Services

In 2016 the School Psychologist has continued to:

Work closely with the principal to establish eligibility & suitability for placement of prospective students at Duncraig SESC.

Participate in numerous case conferences & student support meetings.

Complete intellectual disability assessments as required by the Department of Education (DOE).

Provide a consultancy service to staff & where needed parents & other agencies re a wide range of assessment, program eligibility & complex psycho social issues including risk management.

Provide student & parent counselling on a regular basis. The Student Services Team continued to co-ordinate behaviour, risk management planning and support for high needs students The framework for annually reviewing the growing number of students who are enrolled as “Local Area Placements” was implemented. These students have high support needs and can be accepted at the discretion of the school and DoE for placement but do not meet Departmental criteria for long term placement. Mikel Wilson, Deputy Principal took on the challenge of implementing and organising transition programs for incoming Year 6 & 7 students and their parents. These programs were very successful and well received. The impending retirement of Jerry Driver and the appointment of Melissa Morgan as the contact School Psychologist gives the opportunity for review and renewal of service provision.

Key Tasks For 2017

Embed and consolidate student services processes. Review and renew as needed.

Continue to supply a needs based service.

Support the DSESC school community in its transition to the same campus as Warwick Senior High School for the 2108 school year.

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The Open Cafe

The end of 2015 saw a sharp decline of attendees at the Coffee Club due to most

parents having heard the guest speakers previously and problems with advertising the

guest speakers and sticking to the Semester outline. This was complicated by a couple

of guest speakers cancelling at the last minute.

A school management meeting with Christine Lester and Sophie Bogoias at the end of

2015 addressed current issues and resulted in a new focus and pathway for the Coffee

Club.

In 2016, this included the introduction of:

A new logo

Rebranding and relaunch

An overhaul of advertising processes

A new more inviting venue off school site

Invitations to other Ed Support Centres, former parents and current members of

DSESC staff with a vested interest as well as upper school staff involved in Transition

were invited to gain knowledge of service providers etc.

The 2016 relaunch of the Coffee Club (now known as the Open Café) was extremely

well attended and its profile was raised by the calibre of guest speakers presenting.

In Semester 1, Anne Livingstone, the Local Area Coordinator from DSC presented. She

and her colleague Ernest gave an insightful account into future directions in the area of

disability services and supports with reference to the National Disability Insurance

Scheme (NDIS).

The presentation, in Term 2, was given by The Honourable Helen Morton (Former Minister of Disability). She was able to provide much clarification on the change in funding, My Way, NDIS and other related topics. In the second semester, Harveena Singh, a representative from Rocky Bay, gave an insight into their innovative social and leisure programs and training and employment opportunities. Rhys Williams from Community Vision presented on the range of services their organisation offers to people of all ages living with disability and their families, including practical everyday living needs, becoming more independent and individualised support. Marleen Roch from Kira Your Way shared information about their Alternative to Work program. Sharyn Snowball from Essential Personnel told of their vital service which empowers people with disabilities to gain and maintain suitable employment in the open employment market. We acted upon parent feedback throughout the year and Open Café sessions during

2017 will be held on different days, with both morning and afternoon sessions being run

in order to try and accommodate the attendance of as many parents as possible.

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Duncraig SESC has very low staff turnover and a high level of staff attendance. This ensures stability and continuity for students and their families. The Centre has had steady student growth resulting in the need for new staff. Duncraig SESC employs experienced

and appropriately qualified staff. Duncraig SESC was happy to welcome Mikel Wilson as an additional Deputy Principal. Both Joanne and Mikel brought with them extensive experience from previous roles within Education Support and SSEND (Schools of Special Educational Needs). 2016 saw the secondment release of Brooke Lilburne, Julie Allsopp and Carl Gregory from DSESC to undertake a variety of new roles within SSEND - Schools of Special Educational Needs. Although the release of these staff members was a loss to our school, DSESC is always keen for staff members to further their careers and expose them in any way to new job opportunities and they remain as substantive members of staff at DSESC.

In 2016, eight teaching staff members held permanent status and seven were on fixed term contracts - either full or part time. All teaching staff meet the professional requirements to teach in WA public schools and can be found on the register of the Western Australian College of Teaching. This table illustrates the growth in staff and student numbers, as at March 2016 after Census.

This table shows the breakdown of staff and roles and FTE guidelines. Of course, many staff are part-time.

Leadership Teacher EA Admin Total Headcount 4 15.28 46.55 4.97 Total FTE 3 12 19.24 1.6


Staff Report

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Staff Report

In 2016, there were 46 permanent Education Assistants, either full or part time. Casuals were employed for relief or for special projects during the year. Duncraig SESC funded additional Education Assistant FTE (Full Time Employee) above the Department of Education’s allocation to support our educational programs. This is especially relevant to work placements for upper school students to prepare them for post school employment and alternatives to employ-ment. The Centre transferred 1.0 teaching FTE to Duncraig SHS in 2016 to allow DSESC students to engage in integration into mainstream option classes. As always, DSESC was very generous in their allocation and transferred more than the required amount. This payment also allows for selective SESC classes in options subjects to be taught by specialist SHS staff and contributes to the staffing of the library and IT support on site.

Staff Professional Development and Training In 2016 staff from Duncraig Secondary Education Support Centre participated in many professional learning courses. As well as courses developed and presented by the Department of Education, staff attended workshops run by the Autism Association, Epilepsy Action, Team Teach, Dyslexia Speld Foundation, National Excellence in Schools and the Institute for Professional Learning.

Schools Leadership Colloquium The Schools Leadership Colloquium is an online course to assist teachers develop leadership skills. It consisted of online tasks and webcam tutorials. In 2016, the second year that DSESC has participated in this Colloquium, the course gave successful participants 25 credits towards a Masters of Education Degree if they choose to do further study. Topics from the course have assisted teachers to develop an awareness and gain skills in: EI (Emotional intelligence), Peer Coaching and Understanding Effective Strategies to achieve desired outcomes with staff / students The course was designed primarily to explore potential leadership roles and develop capacity as a leader within and outside of the school as well as encouraging and giving the skills to be able to initiate change and implement innovative ideas within the school using an array of tried and tested strategies and models. It was also an ideal opportunity to reflect on teaching practice and to build capacity and collaborative practices in order to work more effectively in teams. Feedback from participants was that the skills gained are very appropriate in our field of work. The course required a lot of hours but was definitely worth the effort. Sean Ward, Lisa Broxton, Maddi James, Allison Nolan, Nimi Mammen, Jacqui Millar, Christine Lester and Mikel Wilson completed the course in 2016.

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School Board

The Duncraig Secondary Education Support Centre (DSESC) School Board had a very interesting and rewarding 2016. The Board held meetings once a term throughout the year and worked on various issues including:

Access and Inclusion concerns with Duncraig Senior High School.

Opening discussions with the Department of Transport to provide a wider bus service zone.

Activities for our students including Martial Arts, Zumba and the Breakfast Club.

The Independent Review. Our biggest challenge throughout the past year was the surprise announcement by the Director General in September to relocate our school to the same site as Warwick Senior High School. As a result of this announcement our Board came together for a meeting with Stephen Baxter, Mike Morgan, Pam Moss and Milan Trifunovic from the Education Department to raise our concerns for the health and welfare of our students. The Board held two extraordinary meetings in September and one in October to further discuss the needs of our students in the move. A parent information evening was also held in October to supply our parents with information concerning the circumstances which led to the announcement of the move. A DSESC Facebook page was trialled and will be launched in 2017 in order to keep our families updated on the move. The highlight of the Board’s year was the participation in the school’s Independent Review. The outstanding positive Review was a testament to the hard work, dedication and quality of the DSESC faculty, support staff and programs.

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School Board meetings are open to the public to encourage input from parents and other members of the school community although final decisions are made by the elected representatives. The responsibilities of the School Board include:

Contributing to the School Delivery and Performance Agreement and the School Business Plan.

Reviewing the performance of the Centre.

Creating interest in the Centre within and across the community.

Approving fees, charges, contributions and items of personal use (booklists).

Approving extra cost optional components of programs.

Liaising with other committees within the Centre, e.g. P&C. The School Board acknowledged the hard work and dedication of the many individuals who volunteered their time to contribute to the success of the 2016 School Board, especially the DSESC faculty. The 2016 School Board consisted of the following members: Chair: Sharyn Snowball Deputy Chair: Vanessa Jessett Members: Carol Clarke (Principal), Joanne Kriziotis (Deputy Principal) Mikel Wilson (Deputy Principal) Maxine Casey (Parent Representative) Nia Connop (Community Representative) Eva Griffiths (Parent Representative) Carmelina la Cava (Parent Representative) Melinda Scott- Nicholls (Staff Representative) Deb Smit (Community Representative) Catherine Thorburn (Staff Representative) Rebecca Wenn (Staff Representative) In October, Deb Smit, our community representative on the Board tendered her resignation from the School Board due to relocating to the Eastern States. The Board formally thanked her for her service to our school.

School Board

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Highlights of 2016

Mindfulness was introduced across the Centre by Nia Connop, Senior Occupational Therapist and founder of Extend Occupational Therapy.

The Zones of Regulation were introduced across the Centre.

Students gave everything a go at the “Come and Try Day” at the Herb Graham Centre in Mirrabooka.

Students participated in Music Rocks, an inclusive music program for young people of all abilities which culminated in a Music Rocks Concert held in Perth.

The Open Café was launched, further enhancing the opportunity for parents to gain valuable information and networking possibilities.

One of our senior students received a Bush Rangers Cadet Award from Tony Krsticevic, MLA Carine at his offices.

DSESC participated in the Joondalup Festival Twilight Lantern Parade.

A Messageyou text messaging system was trialled with parents.

Students from DSESC attended the DSHS School Ball at the Joondalup Resort.

DSESC students participated in an Anzac Day Assembly and students laid a wreath at the War Memorial at Kings Park.

A high energy, fun Zumba recess club was introduced.

P&C Association

Duncraig Senior High School and Duncraig Secondary Education Support Centre have a joint Parent & Citizens (P&C) Association. The object of the P&C Association is to promote the interests of the schools through co-operation with parents, teachers and members of the general community. The P&C meetings give parents an opportunity to learn about the schools’ policies and programs, to bring parents together to share information and views, to assist the schools in building positive attitudes to students and their families, and to help raise funds to provide extra resources. The biggest fundraiser for the P&C is the school canteen with all profits going directly back into providing resources. The canteen employs eight part time staff and their duties also include providing a canteen service to four local primary schools. We also have a catering service for school meetings and planning days which provides a supplementary income. This service is also extended to local primary schools. Other fundraising for 2016 has been in Bunnings Sausage Sizzles, the Entertainment Books and the Local Business Directory. The P&C had a sound year financially which enabled them to make donations to both schools including a contribution of $2,040.00 to DSESC for Mathematic resources and $1,000 towards the new DSESC Chaplain.

Highlights of 2016 continued

Students attended a variety of camps throughout the year and undertook an amazing array of activities.

Our school participated in the Reconciliation Walk at Lake Gwelup.

DSESC participated in the Biggest Morning Tea and raised valuable funds for the Cancer Council of Australia.

A Martial Arts recess club was introduced for lower school students.

Wonderful pieces of art were created by our students through the Junkadelic Program and are displayed throughout the school grounds for everyone to see.

West Oz Wildlife visited the Centre and provided our students with an opportunity to have an up close and personal interaction with some special native Australian animals.

Lower school students participated in swimming lessons at Craigie Leisure Centre for the very first time.

DSESC hosted the annual friendly soccer tournament “The Friendship World Cup”, with students from Sacred Heart College and Mark Lee, our soccer coach.

All students from across the Centre celebrated the Japanese Spring Festival.

DSESC participated in the Abilities Careers Expo at Crown Perth and showcased their work in Art and Enterprise and Photography.

The Big Plan transitional program was delivered with a large number of DSESC students, their families and key stake holders taking part.

Past students caught up with staff and current students at our annual Leavers’ Reunion.

DSESC was commended in ten areas following an Independent IPS School Review. Not one area of recommendation was made.

Students from DSESC attended the Mayoral Breakfast and had a photo opportunity with Mayor Troy Pickard.

Selected students undertook a live link with our sister school in Japan.

A large variety of ASDAN modules were successfully completed by students.

A Christmas Market Day was held at DSESC to sell the wonderful items that had been made by our students in Art & Enterprise lessons. We also successfully participated in the Christmas Market at Marangaroo Family Centre supporting the Disability Support Commission Family Day.

The Department of Education WA announced that DSESC would be relocating to the same site as Warwick Senior High School in 2018.

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On 24th and 25th August 2016, Duncraig Secondary Education Support Centre underwent an independent review. The purpose of the Independent Review was to provide assurance to the school and its community, the Director General of Education and the Minister for Education on the extent to which the school has met its commitments as outlined in its Delivery and Performance Agreement (DPA) and associated Business Plan. The Review occurs every four years and the focus was on:

How well the school has implemented self-review.

How well the school has improved student learning (achievement, progress and engagement) for all students.

How well the school has created and environment that promotes learning and student well-being.

How well the school is placed to sustain and improve its performance DSESC was delighted with the findings report that it received. There were no areas for improvement, only commendations.

The commendations were as follows:

The development of transition programs that involve students, parents and support staff in creating a ‘Big Plan’ to maximise the post-school options and employability of students.

The proactive approaches to positive behaviour management through Zones of Regulation, Mindfulness, and optional recess and lunchtime activities.

The ongoing efforts to provide a wide range of extra-curricula activities that enrich the school experience and provide opportunities for students to become actively involved in the wider community.

The continuing efforts to build staff capacity that allows for a wide range of recognised training opportunities for all students.

The extensive practical training and workplace learning opportunities provided to the senior students in preparation for transition to work.

The development of a strong Asian cultural link for all students with the effective, meaningful integration of cross-curricula learning activities.

The Open Café initiative that provides social networks and information sessions to assist parents in navigating the complexities of their children’s lives both during and after school.

The overall competency of 85% achieved for 2016 enrolments in VET.

The development, operation and monitoring of the student-focused and evidence-based individualised programs.

A strong regime of review, assessment and refinement, ensuring all student targets are appropriate and carefully monitored.

Independent Review

Budget and Accounts 2016 Duncraig SESC

43 Gilbert Road

Duncraig. 6023

Ph: 9203 6522

Documents

DUNCRAIG SESC - West Coast SESC · DUNCRAIG SESC A N N U A L R E P O R T 2 0 1 6 2016 was one of our busiest years ever, both in Centre activities and school ... A case conference