Assessment and Reporting
SEC students’ study programs are developed individually in consultation with families and stakeholder agencies to ensure they are tailored based on the students individual needs and desired outcomes.
Our tailored program ensures that students are fully supported in their education and life goals.
From our entry level transition program, where students in feeder primary schools become familiar with the school environs, students are guided through their Individual Education Programs in the middle years. We offer extensive work experience programs and our Transitional Education Programs in the senior years, ensuring students’ are given every opportunity to develop maximum independence.
Multiple transition programs occur in SEC for students who move from primary to middle school, from middle school to senior school and then from senior school into life after school. Students are supported with the intention of each child enjoying success at the relevant transition point.
A Transition Support Officer (TSO) is assigned to students in the Centre by the Department of Education. Transition Education endeavours to prepare students with special needs for a smooth transition from school to meaningful post school options. This involves introducing students and families to work and leisure options which students may pursue in post school life. The program targets students who are aged from fourteen years with identified disabilities.
Middle Years Assessment and Reporting
In the middle years, families receive a written general report in Term One whilst an Individual Education Plan will be developed in Term Two. Middle Years students will receive a written progress report in Term Three and a review report in Term Four.
Individual Educational Plans
All students at the SEC have an Individual Education Plan (IEP) based on three to four priority outcomes for that student.
Parents, teachers, Special Education Support Officers, speech pathologists, occupational therapists, physiotherapists, specialist advisory teachers and the student, if appropriate, may be involved in planning IEPs.
When targeting IEPs, consideration is given to the domains in which the student functions now and those for the future, and the student’s strengths, interests and needs. Through the formulation of the IEP, these aspects of a student’s learning are formulated: specific behavioral outcomes, a rationale, teaching and learning strategies, resources, contexts, criteria and assessment.
The review and reporting of IEP outcome targets occurs throughout the year. Photos, videos and portfolios are an important part of the assessment and reporting process, giving a clear picture of the students journey and achievements.
Senior Years Assessment and Reporting
Senior students usually have an Individual Transition Plan developed in Term One with subsequent progress and review reports in subsequent terms. Students who have undertaken Modified Subjects NTCET will be provided with Statements of Attainment in addition to school progress reports.
In the senior years, there is a focus on preparing students with special needs for a smooth transition from school to meaningful post school options.
In many cases, students have a Transition Support Officer (TSO). The TSO works with special education staff to:
- Develop an Individual Transition Plan (IPSTP) for students.
- Offer career advice and information to students.
- Liaise with post school employment agencies such as Project Employment, Ausdesigns, Kokoda Industries, and Centrelink.
- Organise and liaise with local businesses for students to access Enclave Level 1 work experience placements.
- Organise and liaise with local businesses to provide worksites supervised by a worker, for individual students who have successfully completed the Enclave Work Experience Program, Level 1.
- Liaise with Disability Services for post secondary needs, such as accommodation, university placement, VET.
- Students’ access to recreation and leisure pursuits.
- A smooth transition to post school options as part of the IPSTP.