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Performance and achievements

KEY ACCOUNTABLE TARGETS 
These targets have been highlighted as they provide useful reference frames to evaluate the school’s success in making our vision – a reality.
 
Engaged students (3, 5, 7) learning with expert accountable staff (1, 2, 9b, 9c, 9d, 10c, 10d, 10e) in a calm, ordered caring environment (4, 6, 8, 9a, 10a, 10b)” –
 
Target
Data Source
Explanation of Target Relevance
1.        95% Year 12 students exit with a QCE, QCIA or VET Certificate
QCAA
It is essential to ensure as many students as possible exit Year 12 with some form of formal learning accreditation. This data gives the percentage of students exiting with   certified learnings.
2.        20% OP’s 1 – 5, 65% OP 1 - 15 & 20% QCS Test “A”
QCAA
The school has a specific goal around supporting and stretching higher ability students. This begins in year 8 and 9 when classes are formed based firstly on students NAPLAN results and then according to performance at Aldridge.
 
Heads of Department have the specific brief to ensure that there is explicit & differentiated curriculum learning contexts provided for students depending on their ability (ie: more able students do not simply do more of the same).
3 (a) 50% A or B for Achievement on end of Term Reports
3 (b) Less than 15% D or E
One School
This data gives a read on whole of school achievement levels & when tracked across time will show if any traction has occur through the “like minded groupings” initiative & through the implementation of the DoL.
4 (a) 85% A or B for Behaviour on end of Term Reports
4 (b) Less than 5% D or E
One School
This data provides a fell for the tone & culture of the school as well as providing a measure for our social outcomes focus.
In the last 3 years a move from the high 70%’s to the low 80%’s can be seen. The 85% target aligns to 85% of students receiving C’s or above for achievement.
5 (a) 80% A or B for Effort on end of Term Reports
5 (b) Less than 10% D or E
One School
Effort is an indicator of students being positively engaged n their learning program.
In the last 3 years a move from the high 60%’s to low 70%’s to the mid 70%’s can be seen. This (80%) is an aspirational target.
6. One School Daily Referrals less than 15.0 per day
One School
One School Referrals relate to incidents that the teacher could not manage within the classroom. A decrease in the daily referral number is indicative of an enhanced class & playground environment.
7. Student Attendance above 91%
ID Attend
The Every Day Counts initiative is a whole of department focus. Attendance has been a key priority for the school for the last 5 years. In 2007 the average attendance at Aldridge SHS was 86.8% for the last four years (2011 – 2014) it has sat in 90% - 91% range.
8. Staff Morale above 90%
School Opinion Survey
This is a further tone & culture measure. The data collection protocols for the School Opinion Survey changed last year with the loss of the “neutral” (fence sitting) response.
9. Parent Feedback –
(a) Student Behaviour is well managed – 90% Agree
(b) English (literacy) skills developed – 90% Agree
(c) Maths (numeracy) skills developed – 90% Agree
(d) My child is getting a good education at ASHS – 90%
(e) Teachers interested in my child’s wellbeing – 90%
School Opinion Survey
This data provides perception feedback from a parent’s viewpoint. 9a provides a feel around “calm, ordered environment” while 9b, c, d and e relate to “expert, accountable staff”.
10. Student Feedback –
(a) Student Behaviour is well managed – 90% Agree
(b) My teachers care about me – 90% Agree
(c) English (literacy) skills developed – 90% Agree
(d) Maths (numeracy) skills developed – 90% Agree
(e) I am getting a good education at ASHS – 90% Agree
School Opinion Survey
This data provides perception feedback from a student’s viewpoint. 10a provides a feel around “calm, ordered environment” while 10b, c, d and e relate to “expert, accountable staff”.