School Strategic Plan for
Jacana School for Autism
School Number 5555
2014 – 2018 (DRAFT 01.01.15)
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Endorsements
Endorsement by
School Principal
Signed
Name: Corinne Pupillo
Date: 05 12 2014
Signed……………………………………….
Endorsement by
School Council
Name: Lisa Sette
Date……………………………………………
School Council President’s endorsement represents endorsement of School Strategic
Plan by School Council
Signed……………………………………….
Endorsement by the
delegate of the
Secretary
Name………………………………………….
Date……………………………………………
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School Profile
Purpose
Jacana School for Autism fosters resilience and lifelong learning enabling students to be active participants in family and
community life.
Students are supported by a committed professional multi-disciplinary team, working towards developing their personal
and educational potential. The school strives to continually develop highly customised teaching and learning programs in
line with evidence based practice in a safe and supportive environment.
Values
Students are supported by a committed professional multi-disciplinary team, working towards developing their personal
and educational potential.
Jacana School for Autism is committed to the provision of a first class learning and recreational environment that is
stimulating and which promotes positive educational, social and emotional interactions between staff, students and the
community.
Our school community values of:
 Respect
 Responsibility
 Empathy
are imbedded in all school policies and practices.
These values are supported by the school wide implementation of evidence based approaches to the management of
students with ASD and the Positive Behaviour Support Program to assist students in reflecting upon and enhancing their
learning and social interactions.
The school strives to continually develop highly customised teaching and learning programs in line with evidence based
practice in a safe and supportive environment. With the core values of RESPECT, RESPONSIBILITY & EMPATHY
underpinning all the work.
Positive partnerships with all members of the school and wider community further support our commitment to these
values.
Environmental Context
Jacana School for Autism (JSA) commenced operations in January 2013 as the autism specific educational facility for the
North Western Victorian Region (NWVR). Jacana School for Autism (JSA) is a State Government specialist school that
exclusively addresses the educational needs of students with Autism Spectrum Disorders. The school was established in
2013 to meet the growing needs of students with ASD in the Northern Metropolitan Region. Many students also present
with a range of associated disabilities and conditions.
Prior to 2013, JSA was a campus of the Northern School for Autism (NSA). The Jacana Campus of NSA was co-located
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with the Jacana Primary School until the school vacated the site from January 2009. JSA now operates eight (8)
classrooms within the existing wings of Jacana Primary School with a further fifteen (15) classrooms operating in
relocatable buildings. There are twenty five (25) classrooms in total and an enrolment ceiling of 200 is in place.
After a long community consultation process the schools undertook a demerger and became 2 autonomous schools in the
NWVR catering for students funded on the Program for Students with Disabilities under the Autism Spectrum Disorder
category. The schools have agreed in principle to be “Sister Schools” in to the future but no formal partnerships were
formed after the de merger. The current student population is 200 and JSA now occupies the entire school site.
In the previous strategic plan, NSA/JSA found it extremely difficult to employ suitably qualified and/or experienced teaching
staff and consequently professional development has been a high priority focus over the schools short history. In 2014
JSA experienced a 25% staff turn over. This continues to be a challenge as the school aims to recruit teachers with
Special Education Qualification.
JSA implements AusVELS curriculum that provides a single, coherent and comprehensive set of prescribed content and
common achievement standards. Students work at the level appropriate their development. AusVELS begins with Levels
A- D which are working Towards Foundation Level AusVELS. AusVELS levels – Foundation to Year 10 Levels
incorporates the Australian Curriculum F–10 within the curriculum framework. There are three strands of learning:
Physical, Personal and Social Learning; Discipline-based Learning; and Interdisciplinary Learning.
On going staff training is a challenge with the introduction of a more target approach to professional learning as well as the
distributive leadership model has enabled the leadership team to be more effective in the delivery of professional learning.
The introduction of trial Professional Learning Teams was also introduced in 2013 with very positive outcomes, this will
continue in 2014.
Our staff are a highly dedicated cohort and work for enhanced outcomes for our students. Staff do, however, experience
student outbursts of seriously challenging behaviours on an ongoing basis and this is a real concern for leadership.
Generally classes have a ratio of eight students to three staff, team effectiveness is imperative for better student
outcomes. Distributive leadership and building effective teams models has been a focus area for the previous strategic
plan, and there is a need continue the model in to the future.
Pressure on enrolments into the future has prompted a review of class structure and a more flexible class size model is
being implemented in 2015. Providing a mainstream model experience for some students.
The school offers support to families via our Family Support Group Meetings. The Student Transition and Wellbeing
coordinator also offers a range of supports for families as well as supporting students attending mainstream schools. An
increase in psychology provision from the Primary Welfare funding has been an essential injection of support for student
services.
Workforce Composition: JSA has 3 Principal Class Officers, 38 Teachers (5 Leading Teachers)and 55.4 Education
Support Staff (40.2 TA’s)
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Service Standards
Jacana School for Autism believes that to succeed in the world, students need to develop the capacity to:
 Manage themselves as individuals and in their relations to others.
 Understand the world in which they live and act effectively in their wider community
Jacana School for Autism will provide students with:
 A curriculum that supports the individual needs of students, using specific teaching strategies that cater to
students with an Autism Spectrum Disorder.
 Individual Learning Plans to cater for specific learning needs and styles, focusing on communication, social
/interpersonal skills, personal learning and academic skills.
 A safe and secure environment that enhances students’ self-esteem and respects students’ dignity.
 School wide implementation of the Positive Behaviour Support program.
 Regular participation in the wider community.
This may include:
 Individual and small group instruction.
 Speech therapy consultation.
 Occupational therapy consultation.
 Psychology consultation.
 Ongoing professional development for staff.
 Programs that are informed by current research and evidence based practice
General
 JSA fosters close links with parents and the broader school community through its commitment to open and
regular communications.
 JSA commits to the active sharing of its vision and goals to ensure school community engagement in the school’s
strategic plan.
 JSA guarantees all students access to a broad, balanced and flexible curriculum including skills for learning and
life.
 JSA provides a safe and stimulating learning environment to ensure all students can achieve their full potential.
 All students will receive instruction that is adapted to their individual needs.
Specific
 JSA will respond to all communication by parents and caregivers within 1 working day.
 Parents will be engaged regularly when their child ‘s behaviour moves away from regular base-line behaviour
 Where appropriate students will play an active part in the development and review of the school’s school wide
positive behaviour support (PBS) policies and personal Behaviour Management Plans.
 All teachers will provide individual, timely and targeted feedback to students on their work.
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Strategic Direction
Goals
Achievement
Achievement refers to both the absolute
levels of learning attainment and growth
in student learning that schools strive to
support.
While recognising that literacy and
numeracy are essential foundations for
students’ success, achievement
outcomes encompass a broader view of
learning, spanning the full range of
curriculum domains, as well as students’
co-curricular achievements.
To develop learners with English
(communication/ literacy) and
numeracy skills which enable them to
develop their educational potential.
Targets
School Staff Survey –
Principal/Teacher scores
Overall score on Guaranteed &
viable curriculum will rise from 276
on the Principal/teacher score to
above the 33rd percentile
Overall score on school climate –
Teacher Collaboration will rise
from 312 to above the 33rd
percentile
ABLES Data
 20% increase annually in student
improvement for English
(Speaking & Listening) domain
using ABLES levels from
February to October.
 20% increase annually in student
improvement for English
(Reading & Writing) domain
using ABLES levels from
February to October.
 Set benchmark for annual
improvement in Mathematics
domain using ABLES levels.
(When available)

Key Improvement Strategies
Expand the school’s capacity for
distributed leadership.
Focus on the development,
documentation and embedding of
shared evidence based teaching and
learning curriculum framework
Extend teacher capacity to use a
range of assessment strategies to
effectively plan and assess teaching
and learning.
Implement high expectations and
extension of personalised learning
for all students.
Full implementation of the eSmart
framework
Embed the PBS Model of escalation
for supporting students to regulate
behaviour
Student achievement data.

90% of students will achieve
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
‘good or better’ progress against
the goals in their individual
learning plans for mathematics
(numeracy).
90% of students will achieve
‘good or better’ progress against
the goals in their individual
learning plans for English
(Literacy /communication).
Communication Devices

Increase the frequency of use of
AAC systems (e.g. ALDs, PECS,
speech generating devices); by
staff and students, to support
individual student communication
and language needs throughout
the day.

Expand the use of AAC to
support the student’s ability to
understand and express a variety
of pragmatic functions (e.g.
requesting, directing,
commenting)
Engagement
Engagement refers to the extent to which
students feel connected to and engaged
in their learning and with the broader
school community.
Engagement spans students’ motivation
to learn, as well as their active
involvement in learning.
Engagement also refers to students
To engage all learners within a
learning environment that improves
the students’ ability to regulate their
attention and emotional state.
Student Attitudes to School Survey
 Improve the Student Attitudes to
School survey variables of
connectedness to peers and
school connectedness,
stimulating learning and learning
confidence.
Edusafe Data
 Reduce the number of human
agency incidents on the reporting
Embed a multimodal approach to
communication across the school to
increase students capacity for
communication and language
development
Consolidate the implementation of
evidence based approaches to
teaching students with autism and
the school wide behaviour support
program
ASD & PBS Coaches to support staff
implement the approaches
Embed PBS Model of escalation for
supporting students to regulate
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engagement as they make critical
transitions through school and beyond
into further education and work.

Wellbeing
Students’ health, safety and wellbeing
are essential to learning and
development. An inclusive, safe, orderly
and stimulating environment for learning
is critical to achieving and sustaining
students’ positive learning experiences.
Productivity
Productivity refers to the effective
allocation and use of resources,
supported by evidence and adapted to
the unique contexts of each school.
Successful productivity outcomes exist
when a school uses its resources –
people, time, space, funding, facilities,
To foster a supportive school
community that nurtures resilience
and lifelong learning enabling
students to be active participants in
family and community life.
system in regard to students and
staff interactions.
(Possible use data from PBS
online modules)
Reduce the number of hours of
time lost at work due to student
and staff interactions.
Parent Opinion Survey


The Transition mean on the
Parent Opinion Survey will
increase from …. to ….
The Homework mean on the
Parent Opinion Survey will
increase from ….. to ….
behaviour
All staff will increase their capacity to
manage student behaviour through
the use of online and school based
professional learning.
Focus on strategies to develop a
purposeful interactions with the
community through outdoor
education
Focus on school programs and
processes designed to enhance
student wellbeing and student
management.
School Level Report
 Reduce absences from 20 days
per student to 15 days
To allocate resources (human,
financial, time, space and materials)
to maximise learning outcomes for
students.
Staff Opinion Survey –Whole School
scores scores

Overall score on school climate
will rise from 341 on the whole
school score to above the 33rd
percentile
Parent Opinion Survey
Allocate resources according to
DEECD and school priorities and
evaluate their effect using the annual
program budget process.



ASD & PBS Coaches
Healthy Living Program
eLearning committee
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community expertise, professional
learning, class structures, timetables,
individual learning plans and facilities – to
the best possible effect and in the best
possible combination to support
improved student outcomes and achieve
its goals and targets.

The Stimulating Learning mean
on the Parent Opinion Survey will
increase from …. to …..
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School Strategic Plan 2014- 2017: Indicative Planner
Actions
Key Improvement Strategies
Achievement
Achievement Milestone
Year 1

Year 2

To develop a curriculum scope &
sequence for English

A documented English Scope and
Sequence reflecting assessment
tools and resources up to level 4

Introduce Teaching and Learning
Coaches (ASD & PBS)

Staff operating under the PBS &
Teaching & Learning Protocols

Increase teacher capacity to identify
students’ entry skills and to use this
information to develop, implement and
assess SMART goals (Research Project)

A whole school (system) approach is
established for assessing and
moderating student performance and
developing and monitoring ILP’s

Increase the use of technology as a
learning tool across the school in English
and Mathematics

Staff using technology for
educational purposes

Explore AAC options for students &
provide professional development for
staff

Increase communication system
options for students requiring
devices
 Continue to develop scope & sequence
for English including assessment tools
and resources

A documented English Scope and
Sequence reflecting assessment
tools and resources used across the
school


A documented Mathematics Scope
and Sequence reflecting assessment
tools and resources up to level 4
To develop learners with communication, literacy and
numeracy skills which enable them to develop their
educational potential.
Year 3
Refer to 2014 SSP & AIP
To develop curriculum scope &
sequence for Mathematics

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
Year 4
Maintain the use of ICT in the areas of
English and Mathematics
 Continue to develop curriculum scope &
sequence for Mathematics
 Embed technology as a learning tool
across the school in English and
Mathematics

Year 5
Evaluation of ICT as an educational tool
using JSA eLearning staff survey
 School review/Self evaluation


JSA eLearning survey demonstrates
an increase in educational use of
technology in English & Mathematics
compared to recreational use.
A documented Mathematics Scope
and Sequence reflecting assessment
tools and resources used across the
school

JSA eLearning survey demonstrates
an increase in educational use of
technology in English & Mathematics

Embedded school practice in all
areas of eSmart.

- External school review report
Engagement
To engage all learners within a learning environment
that improves the students’ ability to regulate their
attention and emotional state.
Year 1

Year 2

Refer to 2014 SSP & AIP

Introduce Teaching and Learning
Coaches (ASD & PBS)

Staff operating under the PBS
Framework & Teaching & Learning
Protocols
 Audit & establish transition processes
across settings / class to class etc.

Individual student transition plans
with all supporting documentation.
 Monitor consistency of staff knowledge
and skills to implement the strategies and
techniques identified in the evidence
based approaches to teaching students
with autism.

Staff regularly provide feedback to
colleagues about the application of
evidence based approaches to
teaching students with ASD in their
program, facilitated by ASD Coach.
 Provide ongoing professional
development for all teachers in AusVEL’s
science & Maths

Well established PLT’s to support the
development of effective teaching
and learning in line with effective ILP
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goals.
Year 3
Year 4
Year 5
 Expand JSA Social Skills programs
across the school

Audit and evaluate current practice
of programs and activities
 Provide ongoing professional
development for all staff in AusVEL’s in
Personal Learning

A documented Personal Learning
Scope and Sequence reflecting
assessment tools and resources
 Implement Social Skills program

Documented JSA social skills
programs and activities.
 Implementation of individual transition
plans for students.

Documented implementation of
individual student transition plans

Implemented Personal Learning scope
and sequence

Embedded assessment tools and
resources for Personal Learning used
consistently across the school.

Continue to implement Social Skills
programs

Embedded Social Skills programs across
all year levels

Continue to implementation and student
transitions profile and plans across the
school

Embedded Transition profile and plans
used across all year levels of the school
 School review/Self evaluation

- External school review report
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Wellbeing
Year 1

Refer to 2014 SSP & AIP

Year 2

Investigate H&PE Programs for students
with ASD

Purchase an effective school based
H&HR Program. All staff complete
training

Provide professional learning around
eSmart cyber-safety practices

Accreditation as an eSmart school.

Strengthen School Wide Positive
Behaviour Support (SW-PBS) through
establishing PBS team
Implementation of H&HR Program

Implementation of a SW- PBS team

Documented whole school approach
to H&HR

Continue to provide professional
learning around eSmart practices

Sustaining in all areas of eSmart

Documented SW- PBS framework

Continue to strengthen SW- PBS across
school
Continue to implement to H&HR
Program

Implementation of the whole school
approach to H&HR
To foster a supportive school community that nurtures
resilience and lifelong learning enabling students to be
active participants in family and community life.
Year 3
Year 4
Productivity
To allocate resources (human, financial, time, space



Imbedded eSmart culture across the
school.

eSmart embedded in school
practices

Continue to implement the SW-PBS

SW- PBS framework fully
implemented
Year 5

School review/Self evaluation

Year 1

- External school review report
Refer to 2014 SSP & AIP

Year 2

Employ ASD Coach (LT) to develop
survey to assess staff ASD knowledge
and skills

To develop ASD Manual/Resource
Book with comprehensive
processes (including referral) and
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and materials) to maximise learning outcomes for
students.
Year 3
information for all staff
To develop PBS Manual/ Resource
Book with comprehensive processes
(including referral) and information
for all staff

Employ PBS Coach (LT) to develop
survey to assess staff PBS knowledge
and skills


Continuation of Healthy Living
Co-ordinator Role (ES 1-2) &
Introduction of the Homecrafts/Food
Tech Teacher

To develop documented
Homecrafts/Food Tech programs

Timetable eLearning committee on
yearly planner allocate budget to reflect
4 year plan

4 year eLearning resource plan
developed

Allocate funds for the 2015 Master
budget support whole school
professional learning plan

Implementation of the 2015
Professional Learning Plan

ASD Coach (LT) to identify professional
needs and support staff to build ASD
knowledge and skills

To develop ASD Manual/Resource
Book with comprehensive
processes (including referral) and
information for all staff

PBS Coach (LT) to identify professional
needs and support staff to build PBS
knowledge and skills

To develop PBS Manual/ Resource
Book with comprehensive processes
(including referral) and information
for all staff

Continuation of Healthy Living
Co-ordinator Role (ES 1-2) &
Homecrafts/Food Tech Teacher

To implement documented
Homecrafts/Food Tech programs

Timetable eLearning committee on
yearly planner allocate budget to reflect
4 year plan

Implement 4 year eLearning plan to
reflect increase in English and
Mathematics usage
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Year 4
Year 5

Allocate funds for the 2016 Master
budget support whole school
professional learning plan

Full implementation of the whole
school 2016 Professional Learning
Plan

ASD Coach (LT) to continue to identify
professional needs and support staff
to build ASD knowledge and skills

Development and implementation of
an ASD Manual/Resource Book with
comprehensive processes (including
referral) and information for all staff

PBS Coach (LT) to continue to identify
professional needs and support staff
to build PBS knowledge and skills

Development and implantation of a
PBS Manual/ Resource Book with
comprehensive processes (including
referral) and information for all staff

Continuation of Healthy Living
Co-ordinator Role (ES 1-2) &
Homecrafts/Food Tech Teacher

To continue to implement and review
documented Homecrafts/Food Tech
programs

Timetable eLearning committee on
yearly planner allocate budget to reflect
4 year plan

Implement 4 year eLearning plan to
reflect increase in English and
Mathematics usage

Allocate funds for the 2017 Master
budget support whole school
professional learning plan

Full implementation of the 2016
whole school professional learning
plan
 School review/Self evaluation

- External school review report
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