Quality Schools , Inclusive Leaders
SCHOOL INCLUSIVITY PROJECT TOOL
Identified Inclusivity Domain (using Giorcelli Inclusivity Tool)
School
Moonie State School
Principal &
Project Team
Amy Casey (Principal + Yr 5-7 Teacher)
Suzanne Blair (3-4 Teacher)
Jo Savill (P-2 Teacher)
Organisation Ethos and Environment
School Policies and Practices
× Curriculum and Programs
IEM
Interaction with Stakeholders and Community
Sharon Barker
Key Improvement Strategies
and Significant Projects
Assessment and Reporting
Ongoing feedback is provided to parents
through phone calls, meetings, email etc is not
restricted to formal parent teacher sessions so
parents can get on-going perspectives on their
child's progress.
What
How
Who
When
Achievement milestones
the activities and
programs required to
progress the key
improvement strategies
(ACTION)
the budget, equipment,
IT, learning time,
learning space
(RESOURCES)
the individuals or teams
responsible for
implementation
the date, week, month
or term for completion
the changes in practice or behaviours
Teacher nominates specific
times that she is available for
informal meetings with
parents to discuss progress.
Forms of communication –
email, phone, letter, school
postcards
Principal
Informal meeting time to be
offered fortnightly from Term 2
Class teachers
Reporting to parents’ leads to the discussion of ‘what next…. What
does the student need to do….what can I as a teacher do…? This
will encourage transparency between school and home
Regular reports
provided/available to parents
(i.e. more than twice yearly).
High results in the SOS for both student and parent satisfaction
that the student feels cared for and that the teacher takes an
invested interest in their education
Each teacher to include their
‘informal time availability’ in
the Term Overview sent home
at the beginning of each Term
Feedback and informal meetings between teacher and parents
becomes a ‘normal’ routine in our school – all parties involved feel
comfortable and confident to discuss student’s progress.
Classroom Organisation
Regular use of rubrics to provide choice for
students. Student-directed learning tasks are
embedded in choice matrix.
Individual differences to be
recognised and
accommodated for; to meet
the needs of all individual
learning styles in each
classroom
Improvement of parental support and awareness of student’s
abilities
Learning space designed to
accommodate for students
choice of activities
Age- and Ability- appropriate
matrixes for every classroom
Principal
Term 2 – Choice matrixes to
be written collaboratively with
teaching staff
Students’ individual learning styles are better catered for to ensure
they receive every opportunity to improve/build upon their
knowledge and understanding in all main learning areas
Term 3 – Matrix to be
implemented into the weekly
planning and teaching in
every classroom
Students’ taking more ownership of their learning by making
correct and productive choices from the matrix to improve their
skills/ability in certain tasks or concepts (e.g. for an activity,
choosing to write out their times tables to learn the ‘tricky’ ones
rather than play a multiplication game on the iPad, which most
children would prefer to do).
Classroom teachers