COAL | Hastings Secondary College

Hastings Secondary College is committed to assist all students to strive for the highest standards in learning. In support of this ethos, the College is introducing an initiative which provides a method of measuring student application and attitude to learning. This process will enhance the already well established communication processes between the school and home, by providing a regular means of parent / carer feedback on their student’s ability to follow the school’s values in the classroom.

The College Ongoing Attitude to Learning (COAL) score, is a method of providing regular feedback to parents / carers, on their child’s application to the learning process. While semester reports have, and will continue to, provide information to parents / carers on student efforts in class, the COAL score initiative is a supplementary method of providing more regular feedback.

This process will involve the class teacher allocating each student a score out of ten based on the student’s efforts as per the attached scoring matrix. These class scores will in turn be averaged in order to obtain the overall (COAL) score. A letter will be mailed home, detailing the individual class and overall average COAL score for that student. This process will be repeated twice a term so as to provide regular (ongoing) feedback to parents / carers. It is important to note that a student’s COAL score is not a reflection of student academic ability / performance, it is based on the attitude and behaviour they demonstrate in class.

At a school level, students consistently scoring in the Gold (9 & 10 band) will have their efforts reinforced through a range of reward structures. Similarly, students scoring in the Brown (4 to 5) and Red (1 to 3) bands will be identified for additional learning support.

This concept is based on similar successful programs used in other High Schools in NSW. One of the features of this success has been based on the strong parent / carer involvement in the process. This has been shown by the increased communication links that have developed between the student, school and home. We strongly encourage parents to utilise the increased opportunity to discuss with their child’s teachers, constructive advice on how their children can strive for the highest standards in their learning. Many parents have also successfully linked home based rewards and privileges to their child’s COAL score, or where relevant, the improvement of this. We strongly encourage parents / carers to consider this and the other potential opportunities provided by the COAL score approach.

The first collation of COAL scores is targeting students in Years 7 and 8. 

Should you have any questions regarding either the nature or implementation of this process, we strongly encourage you to contact your child’s Year Advisor for further clarification. We greatly appreciate the ongoing support of our parent community and look forward to working with you to support your child in striving for the highest standards in their learning.

How Teachers Score COAL

10

Outstanding

Is an outstanding student all of the time. Always has correct gear and equipment, and appropriate uniform for subject. Gets equipment out without having to be directed; frequently volunteers answers in classroom discussions; is always on task; always addresses teacher and other students politely; is consistently punctual; well-organized and up to date with bookwork – demonstrates extra care; is always honest, displays the highest order of citizenship and gets on well with all students – modelling the correct behaviours; always obeys classroom rules; a self-motivated learner.

9

Excellent

Is generally an excellent student. Has correct gear and equipment, and appropriate uniform for subject.  Gets equipment out without having to be directed; volunteers answers in classroom discussions; is on task; addresses teacher and other students politely; is punctual; organized and up to date with bookwork – demonstrates care; is honest, displays the good citizenship and gets on well with most students; obeys classroom rules. Is usually a self-motivated learner.

8

Very good

Is generally a very good student. Almost always has correct gear and equipment, and appropriate uniform for subject. Gets equipment out without having to be directed almost all of the time; answers questions in classroom discussions; is on task – may need very infrequent redirection; addresses teacher and most students politely; is punctual; exercises care and is usually up to date with bookwork; is honest, displays some citizenship and gets on well with most students; obeys classroom rules.

7

Good

Is a good student most of the time. Mostly has correct gear and equipment, and appropriate uniform for subject. Usually gets equipment out  with minimum reminders from the teacher; attempts to answer in some classroom discussions; is usually on task; addresses teacher and other students politely; is punctual; usually up to date with bookwork; is honest, displays occasional citizenship and gets on well with selected students; obeys classroom rules. Consistency of work and behaviour is more the issue.

6

Satisfactory

Is a good student most of the time – but needs encouragement to be more involved and is slightly underperforming; Book not quite up to standard; may need the occasional reminder to be on task/follow rules (these should be minor infringements.) Has equipment but needs reminders to get it out. Occasionally forgetful about gear. Does work – but not to their highest standard. Talkative at times. Manners at an acceptable standard.

5

Marginal

Needs reminders to be on task and follow rules. Teacher needs to supervise to get student to work. Avoids work at times. Work is disorganised or incomplete. Homework or assignments not done. Talkative, needs frequent rule reminders; Punctuality is an issue. Gear, equipment or uniform are more frequently forgotten. Doesn’t always display appropriate manners.

4

Some Concerns

This student is causing concern. Gear, equipment or uniform is often forgotten or ignored. Is distracted or disruptive at times. They fail to respond to teacher directions on occasion and need fairly constant supervision to get started and stay on task. Working to a minimum standard. Punctuality can be an issue. Begin to mention to Head Teacher. Some behaviours recorded on SENTRAL. Parents may be involved.

3

Serious Concerns

As above – but of greater concern. Head Teacher needs to be involved. Behaviours significant enough to put on SENTRAL. Attempts have been made to improve behaviour through faculty monitoring, detentions, parent contact etc. May need referring to Learning Support Team. Rude/ disruptive/ not engaged or making due progress

2

Unsatisfactory Performance

As above. Warning letters sent and attempts must have been made to involve parents. Possible referral to DP – depending on performance in other subjects?

1

Non-performance

Attends class. Does nothing. May be an occasional truanter. Attempts must have been made to involve parents and a variety of discipline strategies attempted without noticable improvement.

0

Non-attendance

Student has not attended class in the COAL period.