Data: Behavior referral logs, attendance records, time-on-task observations, student surveys on sense of safety.

Planning: Classroom management plans, routines and expectation charts, SEL (social-emotional learning) lesson plans.

Student Work: Student-created classroom agreements, posters on respect, conflict resolution reflections.

Reflections/Feedback: Student reflections on fairness and respect; teacher logs of behavioral improvements; parent feedback on children’s sense of safety.

Documentation: Photos of routines in practice, restorative practice logs, classroom charters, incident reports showing reduction in conflicts.

Data: Benchmark reading levels (NGRT, MAP, F&P), writing rubrics, progress monitoring, standardized test results.

Planning: Literacy-rich unit plans, cross-curricular writing tasks, guided reading schedules, small group intervention plans.

Student Work: Annotated texts, subject-area essays, science lab reports with improved writing, before-and-after writing samples.

Reflections/Feedback: Student reading journals, writing reflections, teacher notes on reading fluency and comprehension.

Documentation: Literacy intervention records, assessment trackers, displays of published student writing, cross-curricular reading logs.

Data: Assessment records showing improvement after feedback; number of feedback cycles completed; student goal-setting sheets.

Planning: Rubrics aligned to learning goals; teacher planning notes showing intentional feedback moments; scheduled student conferences.

Student Work: Drafts with feedback and revisions, goal trackers, reflection journals.

Reflections/Feedback: Student self-assessments, reflection on progress after feedback, teacher comments on student ownership of goals.

Documentation: Digital portfolios, parent conference notes, records of student-led conferences, feedback exemplars.

Data: Observations of independent work time; student self-regulation surveys; group collaboration rubrics.

Planning: Lessons incorporating inquiry, self-directed tasks, metacognition strategies, project timelines with checkpoints.

Student Work: Independent research projects, evidence of strategy application across subjects, problem-solving journals.

Reflections/Feedback: Student reflections on learning strategies, peer feedback on collaboration, teacher notes on resilience during challenges.

Documentation: Learning skills frameworks, study skills workshops, student-created guides on “how I learn best.”

Data: Engagement surveys, attendance at enrichment activities, records of student choice projects.

Planning: Project-based learning unit maps, inquiry-based lesson plans, real-world application activities.

Student Work: Portfolios of authentic projects, models, experiments, performances, student choice assignments.

Reflections/Feedback: Student reflections on enjoyment and relevance; teacher notes on student voice in planning; parent feedback on increased enthusiasm for school.

Documentation: Photos/videos of hands-on activities, exhibition programs, records of student councils/voice initiatives, assessment evidence of deeper learning.

• Revised to ensure expectations for all teachers are clearly defined and understood

• Unpacked during orientation

• All teachers have access via CIS ES Teacher Toolkit

RULER was an initaitive brought in across Phase 1 and Phase 2 to support emotional regulation. This was based on the observations and feedback that a more structured appraoch to supporting students in being ready to learn was needed. The main support is that students can regulate their feelings to be ready for learning

Identified students with continued wellbeing needs have daily CICO with the school counsellor to identify feelings, discuss targets and check for challenges at the end of the day

It also shows a drop in number of students with consistent behavior challenges

Ls: 2024-2025: 120

Ls: 2025-2026: 106

Students Concerns: 2024-2025: 33

Student Concerns: 2025-2026: 18

Identified positive language and respect as an area for improvement

Identified positive language and respect as an area for improvement

Teachers formed a community of practice looking at how best to use assessment and feedback in our school.

Teachers used National College to broaden understanding of feedback and assessment then resented to their colleagues.

Students given feedback using rubrics.

Full access to all planning, mapping of units, students in action.

Almost all lessons have an inquiry component that allows students to investigate their learning objectives.

Lesson plans show engaging learning experiences with personalisation and progress built into each experience.

Skills are taught explicitly using a progression of subskills