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2014 ANNUAL IMPLEMENTATION PLAN
CURRUMBIN STATE SCHOOL
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Key priorities for 2014
Improvement Agenda 1. Spelling / Reading NMS (improved by Agreed Practices / Reading Plan) in 2014, 2015, 2016. 2. U2B in Year 3 in Reading, Writing, Grammar, Puncuation and Numeracy (improved by Visiable Learning Strategies, NAPLAN Strategic Plan, Enrichment/Intervention Plan). 3. Attendance Improvement (embedding Attendance Plan). 4. U2B Spelling in Years 3,5,7 (using ICT Support Intervention). 5. Behaviour / Effort results in Report Card Grading (Enriched Responsible Behaviour).
Priority Areas of Development Teaching Practices
School and Community
Leadership and School Capability
Documents attached include
School Improvement Targets for 2014
Agreed Practices Plan / Reading Plan
Visible Learning Plan
Enrichment/Intervention Plan
ICT Plan
School Improvement Targets for 2014
1. Spelling in Year 3 NMS 2014 95% (2013 90.5%) and (2015 97%). 2. Year 3 U2B in Reading 40% (2013 = 35.8%), Writing 45% (2013 = 43.2%), Spelling 40% (2013 = 34.5%), Grammar & Punctuation 60% (2013 = 50%), Numeracy 30% (2013 = 22.8). 3. Attendance 94% (92.9% in 2013). 4. Spelling U2B in Year 3 40% (2013 = 34.5%), Year 5 30% (2013 = 22.8%), Year 7 40% (2013 = 29%). 5. Behaviour and Effort in School Reporting Improvement of 5% for C (or higher) results.
Certification
This plan was developed in consultation with the school community and meets school needs and systemic requirements.
………………………………………………….Principal
………………………………………………… P and C / School Council
……………………………………………….. Assistant Regional Director
Attendance Plan
Partnership Plan
NAPLAN Strategic Plan
Responsible Behaviour Plan
Health/Wellbeing Plans and Learning Pathways for Students and Staff
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SCHOOL AND COMMUNITY
School strategies / Actions Performance Measures
Responsible Officer Resources Description Target Date
Partnerships Plan Robin Ryan
Responsible Behaviour Plan SOS (S2002, S2012, S2037, S2041, S2044) Satisfactory audit Term 2 Kenn Lydiard Discipline Audit
Health and Wellbeing and Learning Pathways for Students and Staff SOS (S2068 and S2085 T) (S2108)
5% impvt Students
10% impvt Non/Teach
2% impvt Teachers
1/11/14 Gail Rosemond - Teachers
Anne Saunders - Students
Attendance Plan 94% Term 4 Gail Rosemond
Roderick Macleod
TEACHING PRACTICE
School strategies / Actions Performance Measures
Responsible Officer Resources Description Target Date
Agreed Practice Plan / Reading Plan Student sample survey 100% implementation
1/11/14 Julia McKay
Tracie Heaton Suvey Monkey
Visible Learning Plan Student sample survey 80% of Teachers in training
1/11/14 Julia McKay
Tracie Heaton Suvey Monkey
NAPLAN Strategic Plan NAPLAN Results School Targets Term 3 Robin Ryan
ICT Plan S2087, S2088, S2020, S2052, S2053, S2054, S2055 5% improvement Term 3 Kenn Lydiard S.O.S
Enrichment of High Achieving Students + P-3 Intervention Plan NAPLAN U2B results Attain school targets Term 3 Kenn Lydiard
Robin Ryan NAPLAN
PRINCIPAL LEADERSHIP AND SCHOOL CAPABILITY
School strategies Actions Performance Measures
Responsible Officer Resources Description Target Date
Communication Investigate , create proposal Survey Students, Principal, Staff Needs 1/6/2014 Matt Davies Survey Monkey
Organisational Framework and School Leadership Collate P&C Approval 1/6/2014 Admin Team
Innovative Practices Collate, draft New Prospectus – draft Maintain
Enrolment 1/6/14
P&C President
Robin Ryan
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School Improvement Targets 2014 A Sustained Trajectory of Improvement
School Name: Currumbin State School
By 2017, this school will be in the 8th percentile of schools Nationally.
Please refer to the School Improvement Target Setting Guidelines.
Strand Year Level Measure
Current Performance
School Targets
Timeline
2013 2014
Reading
Year 3 NMS 95.3 100
U2B 35.8 40
Year 5
NMS 95.6 97
U2B 35.8 38
Year 7
NMS 95 98
U2B 29.5 35
Writing
Year 3 NMS 95.3 96
U2B 43.2 45
Year 5
NMS 92.6 95
U2B 22.1 25
Year 7
NMS 92 95
U2B 22.5 25
Spelling
Year 3 NMS 90.2 95
U2B 34.5 40
Year 5
NMS 94.9 98
U2B 22.8 30
Year 7
NMS 93.5 95
U2B 29 40
Grammar & Punctuation
Year 3 NMS 98.6 100
U2B 50 60
Year 5
NMS 94.9 97
U2B 30.9 35
Year 7
NMS 90.6 93
U2B 35.5 37
Numeracy
Year 3 NMS 97.3 100
U2B 22.8 30
Year 5
NMS 95.6 98
U2B 24.4 30
Year 7
NMS 97.1 99
U2B 40.4 43
Science
Year 3 U2B 20.3 30
NMS 4.6 2
Year 5
U2B 33.1 35
NMS 0 0
Year 7
U2B 31.5 35
NMS 7 5
Measure Dimensions of Measure
Current Performance
School target
Timeline
2013 2014
INDIGENOUS EDUCATION
Source: School Data Profile p.9
The gap between Indigenous and non-Indigenous student Reading and Numeracy mean scale scores
Yr 3 Reading - 40 0
Yr3 Numeracy - 39 0
The gap between Indigenous and non-Indigenous attendance rates 2013 Calculate - p.9 Student Attendance Rate Semester 1: Non-Indigenous subtract Indigenous
1.9 1
ATTENDANCE AND RETENTION. Source: School
Data Profile p.2
Average attendance rate for students 92.3 94
SATISFACTION MEASURES
Source: School Opinion
Survey Reports
Percentage of students agree that they are getting a good education at school. SOS Item S2048 95.8 97
Percentage of parents/caregivers satisfied/agree that their child is getting a good education at school. SOS Item S2016
96.4 98
Percentage of parents/caregivers satisfied/agree that this is a good school. SOS Item S2035 96.4 98
Percentage of school staff who agree that they have good access to quality professional development. SOS Item S2086
93.2 98
Percentage of school staff who agree that they feel the staff morale is positive at this school. SOS Item S2084
86.9 Non-Teach 62.5 Teaching 95.6
Non-Tech 75 Teaching 98
Note: The major redevelopment of the School Opinion Survey in 2012 has resulted in a break in the School Opinion Survey time series. Therefore, data from previous years should be considered with this in mind and be used with caution.
Return to Top
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Community Partnerships
ReachWise Family Support Program
Behavioural Optometrist (provides bulk billing for all ReachWise referrals.
Young carers Australia
PCYC Sargent Linda Baade (Broadbeach) Constable Youngblutt at Coolangatta
Brighter Futures
Southern Cross (OT Program)
Dreamtime Centre
Centrepay to fund paediatrician treatment
Centrelink social worker
Kids in Focus
Child Youth Mental Health Services (CYMHS)
Palm Beach Neighbourhood Centre
Tweed Family Centre
Youth Justice Services
The Job Centre – Palm Beach
PCYC Youth Engagement Programs
Currumbin Wildlife Sanctuary Adventure Program
Southern Cross University Links
TAFE training program
Ohana Youth Service
Arcadia Program
GCIT Education
ACT 4 Kids
Kalwun Health Services
Therapy and Dance (T.A.D.)
Scripture Union
Christ Church Gold Coast
Beachside Christian Church
Mibbinbah Limited
Krurungal
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Institute for Urban Indigenous Health – Deadly Choices
PBC Murri Jarjum
Indigenous Reading Program
Indigenous Schooling Support Unit (Library)
Yallburra
Parent helpers, P&C (learning celebrations, communications)
Cluster schools
Regional Office
Local / State politicians
Currumbin RSL Club
Local Clubs/ Lions Clubs
Services - Police, Fire and Rescue
Religious Groups - Local, Chaplain
SWELL
Camp Australia
Environmental representatives
Active After School Care
AFL Queensland
Queensland Junior Rugby League
Cricket Queensland
Gold Coast Lacrosse
Tweed/Gold Coast Oztag
QLD Surf Lifesaving
Gold Coast Hockey ( Burleigh Heads Hockey Club )
Baseball QLD
Tennis Australia (Tennis on 11th Tennis Coaching)
QLD Touch Football Federation
Queensland Soccer ( VIVA Soccer )
Park Run Australia
Laurie Lawrence Swim School
Golden South Netball Association
Gold Coast Titians
Palm Beach Magpies Basketball
Burleigh Hockey Club
Gold Coast Suns
Currumbin Gymnastics and Dance Back to Top
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Responsible Behaviour Plan based on
The Code of School Behaviour The School Behaviour Plan has been developed in consultation with the school community. This Plan contextualises the review within the requirements of Education Queensland’s Code of Behaviour (2006) and is endorsed by the Principal, President of the P&C and the Principal’s line manager – the Regional Executive Director or the Executive Director (Schools).
Rationale Education Queensland is committed to provisions that ensure all young Queenslanders have a right to and receive a quality education. Queensland state schools promote learning, creativity and innovation as the platform upon which to build prosperity and quality of life for all Queenslanders. State schools are strongly committed to providing a quality, futures-oriented education that enables all students to achieve their full potential. They prepare students for an active role in democratic life and society. High expectations, equity, inclusiveness and the building of social capital are key features of state schooling in Queensland. Essential to effective learning is a safe, supportive and disciplined environment that respects the following rights:
• The rights of all students to learn • The rights of teachers to teach • The rights of all to be safe.
This Responsible Behaviour Plan for Students:
Defines the responsibilities that all members of the school community are expected to uphold
Recognises the significance of appropriate and meaningful relationships.
Establishes standards which underpin the plan This plan responds to and aligns with The Code of Behaviour through implementing systemic school-wide processes which:
Engages students, the local community & staff in learning through socially relevant and syllabus-derived curriculum (in the Key learning Areas-KLA’s) which is appropriate to our community.
Adapts to emerging needs through the School Annual Report & Operation Plan (SAROP) process.
Reflect the social relationship process models developed through the Positive Parenting Program (PPP) and Responsible Thinking Framework (RTF) processes.
School beliefs about behaviour and learning This school community believes that the foundation of positive classroom behaviour is through:
Effective, organized and coordinated teaching,
Inclusive and engaging curriculum and
Respectful relationships between staff and students. (ref Principles, The Code of Behaviour). This foundation embodies our educational philosophy of providing “Oceans of Opportunity” to our community, staff & students. This foundation develops values which reflect the intent of The Code of Behaviour. Consequently this school community believes that:
Identity is developed through implementing (“walking the talk”) shared values. Shared values create this schools identity.
School community members have rights (refer Rationale), consequent responsibilities and expectations (refer Code of Behaviour Standards).
Appropriate and inappropriate behaviours have natural, predictable and/or agreed consequences.
We learn “good” behaviour through setting standards, instruction and modelling. (Refer Education Queensland Policy & Procedures documents (http://education.qld.gov.au/strategic/eppr/), including Student Management and Support and Syllabus (KLA’s) documents. Bill Rogers Behaviour Management videos provide examples of practical implementation of these policies and documents).
This school community values (our “School Rules”):
Respect (for yourself, others, your property & the environment)
Hands off/Anti Bullying (your words and actions should not harm)
Personal Safety (Am I managing my behaviour & not taking unnecessary risks; eg putting litter in its place, walking on pathways, wearing a broad brimmed hat in the sun)
Deeds not only Words (Our school motto – we learn by demonstrating and participating and not by talking alone) This school commends the Positive Parenting Program (PPP) to all parents seeking a program to guide and improve the quality of their family life.
Processes for facilitating standards of positive behaviour and responding to unacceptable behaviour Members of our school community are expected to behave in accordance with departmental standards. The standards are achieved at this school through the following processes:
Whole-School Behaviour Support Typically a school tends to have a spread of support needs. Approximately 80% to 90% of students will have little or no difficulties managing their behaviour. Our whole school approach shapes, supports and recognises appropriate behaviours in all, and in particular these, students.
Targeted Behaviour Support However about 10 to 15% of students may need additional support and timely intervention on some occasions. A targeted classroom and school approach shapes, supports and recognises appropriate behaviours in these students.
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Intensive Behaviour Support For a variety of reasons, some 2 to 5% of students may not respond to these early efforts and may need more intensive support and/or flexible learning options to assist them to continue their learning. Our intensive school approach shapes, supports and recognises appropriate behaviours in these students. Diagram showing proportion of students requiring targeted & intensive behaviour support compared to the school student population
Processes for facilitating standards of positive behaviour and responding to unacceptable behaviour at this school specifically include:
Whole-school behaviour support These students comprise our Level 0 & Level 1 cohort within this school’s “Levels of Intervention” organisational structure & are inclusive of our Levels 2, 3 & 4.
School Expectations These support the Code of School Behaviour standards.
Management of inappropriate student behaviours will not be the focus of school life. We expect that all community members will respect and support the beliefs and values of the school. Consequently management of misbehaviour should be an ever-diminishing school task and an ever-present community and family responsibility. The school environment will be an orderly and industrious place where enjoyment and fun are an important part of learning. Teachers should rarely have to raise a voice to manage the behaviour of children. The beliefs and values of this policy are to be promoted through the demonstration of appropriate school behaviours by all school community members. They will be demonstrated in a variety of ways, including:
Teaching and modelling “good” behaviour as an explicit component of the school curriculum (refer to school resources and programs)
Each class having a “buddy” class
Students wearing the appropriate school uniform
Staff dressing in a manner appropriate to WHS, tasks, employment and professional expectations All school community personnel are expected to support the behaviour management policy by:
Exhibiting personal exemplary behaviour
Supporting and rewarding appropriate behaviours
Reporting to administration noteworthy behaviours
Taking steps to manage/stop inappropriate behaviours (refer to the ‘Levels’ organisational structure). Every person is expected to demonstrate respect for the rights and expectations of all other persons. At all times respect must be demonstrated for the care and support of all:
Persons
Property
School policy. Behaviour which may in any way jeopardise the welfare of persons, property or school policy is not to be tolerated. All children are to promptly follow the directions of teachers and supervisors on playground duty. All teachers and supervisors on playground duty are to:
Expect that students comply with the ‘Responsible Behaviour Plan for Students’
Be continually vigilant
Support school policy and expectations
Listen to, investigate and follow-up the needs of students. When travelling to and from school, students:
Will show respect for themselves and others
Will always promote the good name of the school through their behaviour
Demonstrate proactive, safe behaviour
Follow all road and bus rules
Respect and protect property. Children are under the care of their parents while travelling to and from school. They are expected to follow the school rules and directions of responsible school personnel. The school will work closely with bus operators to ensure that the service is the safest possible for passengers. Children whose behaviour is unsatisfactory on school buses may be suspended or excluded from bus use (refer Transport Queensland Bus Policy).
Whole-School Behaviour Support (100% of students)
Intensive Behaviour Support (approximately 2 - 5%)
Targeted Behaviour Support (approximately 10 - 15%)
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Appropriate reviews will be initiated by the Principal & school community to manage change in the social and cultural life of the school which effect student and adult behaviour. Examples include:
Classrooms, grounds and facilities (pool, hall, play equipment)
Student and staff clothing/uniforms
Promoting exemplary programs (academic, sporting, cultural)
School & community interface.
Promoting healthy eating habits
Class Expectations
Behaviour in the classroom will support the highest possible learning outcomes for all students. Class program planning and implementation should:
Have Realistic Expectations (of staff, students & volunteers)
Use Assertive Discipline wherever possible
Be Intellectually Stimulating
Establish a Safe Environment for learning
Allow for Restoration, Reflection & Self Development Each classroom will develop its own set of rules which will reflect class:
Rights
Expectations
Rewards
Consequences Students will demonstrate these behaviours in all class and learning situations:
Show respect for themselves and others
Maintain orderly behaviour appropriate to the program of instruction at the time. Be courteous and considerate
Work diligently
Be punctual
Remain in seats when directed
Raise their hands to speak and wait to be asked
Follow directions promptly
Out of the classroom:
All movement between and around buildings and facilities will be made in a quiet and orderly manner. Teachers will teach and demonstrate to students how movements between classrooms are to be made. The same expectations, rewards and consequences as apply to classroom behaviour apply to movements between and around buildings and facilities. Care must be taken to see that all students are as safe as possible at all times. This applies to behaviour of students and security for students. Children are to be accompanied by at least one other student when moving around the school. During lunch breaks:
Students have the right to expect they can sit in a clean and tidy place to eat.
Students must be supervised and seated in the designated areas to eat.
Children will be dismissed from their eating area by a playground duty supervisor. The bell is a “signal” for supervisors and does not allow students to leave the area of their own accord.
All eating areas must be clean and tidy before students are dismissed. Behaviour in the playground must:
Show respect for self, others & property
Be safe
Not include games which are likely to lead to injury or violence (eg unsupervised tackle football). Students must play:
In designated areas (refer Playground Duties Areas)
With maturity/age appropriate children or peers
Under the supervision of staff on playground duty
Individual Expectations
Rewards:
Positive behaviour will be promoted at all times. Teachers may reward appropriate individual or group classroom behaviour through, for example:
o Appropriate individual rewards o Student selection of activities o Time spent on favourite activities o Class BBQ o Notification of administrators for whole school recognition on assembly or with peers (class or specific interest).
Out of classroom exemplary behaviour should also be rewarded wherever possible through; for example: o Recognition with class or peers o Recognition on assembly o Informing parent(s) or guardian(s)
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o Student sent to administrator for praise
Student acknowledged in newsletter. Consequences:
The general patterns of consequences for inappropriate behaviour are: o The responsible person at the time decides what action to take in line with school policy o Minor breaches are dealt with on the spot by the responsible person o More serious/repeated behaviours will follow the procedures set out in “Levels of Intervention”.
Targeted behaviour support These students comprise our Level 2 cohort within this school’s “Levels of Intervention” organisational structure. Where a student has particular difficulty learning appropriate behaviour, the class teacher/staff member should plan strategies for eliminating misbehaviour mindful that misbehaviour usually occurs in the following time sequence:
Setting Event(s)
This is the situation the student finds him/herself in. As much detail as possible should be obtained about relevant:
school situation
family situation
educational ability
medications and health issues
peer group
habits
to allow significant others or those who contribute to the situation to be involved in planning for change. Where possible, changes should be made to effect a consequent change in response to Antecedent Events.
Antecedent Event(s) or Triggers
Specific actions or situations which immediately trigger the misbehaviour should be listed. Where possible, changes should be made to reduce the likelihood of triggering misbehaviour.
(Mis)behaviour(s)
The misbehaviour should be clearly described. Where possible, an immediate & consistent response to the behaviour should be applied.
Valued Outcome(s) or Consequence
What happens after a student has misbehaved should be clearly defined. In most situations, the outcome/consequence is “worth it” to the offending student and has value for her/him. Plan to implement an outcome/consequence for misbehaviour that has little or no value to the student. Reduce the value s/he sees in misbehaving.
Teachers/school staff should consider the providing the student with more ‘scaffolded’ support by completing a Level 2 Behaviour Notification Form and/or a Special Needs Referral form. After contextualising the identified (mis)behaviour, staff should consider and apply a range of strategies which promote good behaviour and engage the student(s) in productive learning. “Things that Work”, a compilation of strategies listed under Intensive Behaviour Support should form the basis of the intervention(s).
Intensive behaviour support These students comprise our Level 3, 4 & Level 5 cohort within this school’s “Levels of Intervention” organisational structure. The following processes and procedures form the basis of behaviour-focussed interventions at this school:
Managing Individual & Group Behaviour The school Resource Centre (Library) has a set of BILL ROGERS videos which provide a comprehensive “hands on” approach to managing individual and group behaviour. They are available for loan.
Things that Work (Examples of proven behaviour intervention strategies)
Teacher compiled ideas are listed below with a brief descriptor and purpose. They form the basis of systemic intervention where required (e.g. when an administrator/Guidance Officer assists a staff member with managing student behaviour). These ideas apply equally well to all students, and can provide them with considerable motivation to engage and achieve in a variety of learning environments/contexts.
Strategy Description Purpose 1. The Introduction that Connects
Before applying a consequence to a student with a history of confrontation. Remind them that you like them. E.g. “You know XXXXX that I like you. But what is the rule?”
Reduces the probability of the student acting angrily. Increases the probability that the student will engage with the behaviour change. You need a positive relationship with the child to make this work.
2. The Voice Use a calm, quiet voice that encourages a positive response. In some cases a totally flat affect with minimum eye contact is needed.
This approach can avoid a family pattern. Many children have been patterned to confront at home with yelling, swearing and screaming.
3. Behaviour Contract
One or two negotiated goals and a timetable are set with reward/s on a daily/ weekly basis. Ticks are earnt on a session/ set timeframe.
Many behaviours are habitual. This approach gives children motivation to change specific misbehaviours.
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4. Behaviour Chart/ Star Chart
Whole class reward system often used with groups. Provides general reinforcement for lower order behaviours. Also through peer pressure can assist in moderating problem behaviour.
5. Raffle Tickets with Lucky Dip
Whole class reward system but less often used with groups. As above and can be used to provide immediate association between desirable behaviour and pleasant event.
6. Class Money Whole class reward system and children can use their bank accounts to save and purchase one off rewards as well as bid at a secret auction.
As above and provides another approach that keeps the reward systems fun. This is also very easy to integrate into maths.
7. Class Certificates
A glossy and official certificate is awarded for achieving a desirable goal. E.g. "Most Improved Student"
Another external reward but very useful in encouraging family praise to reinforce behaviour change.
8. Thirty Second Phone Call
A quick phone call to say something positive about a student's behaviour being careful not to say anything negative.
This encourages positive association between the school and the family and is more likely to result in positive child parent interaction.
9. One to One Pick a time when students have left or are leaving the room but are nearby, to discuss the student's behaviour.
This allows the teacher to apply a consequence or find out more without the student having an audience and the need to save face with misbehaviour.
10. Behaviour Correction Routine
This is a script used by the teacher to pattern the child's responses (refer to the BEHAVIOUR CORRECTION ROUTINE on Page 10)
Over time this is less confusing for children and reduces the probability of the teacher saying the wrong thing.
11. Ask/Say “What's the Reason?”
When investigating an event avoid using the word "Why?" Asking “why?” has a higher probability of an irrational or no response. Saying “What's the reason?” is more likely to produce a rational dialogue.
12. Class Meetings
Students are taught to organise a meeting and vote on issues they or the teacher raise.
This approach has multiple purposes but for misbehaviour it can be a forum for children to state how they expect each other to behave. It is also an opportunity to plan team building activities and celebrate successes
13. Sociogram Children are confidentially surveyed on whom they would like or not like to work with. This is drawn up on a matrix to provide a map of social acceptance and rejection.
For very difficult clients this allows the teacher to see if they have any friends and in turn to influence them to use positive peer pressure. For example by using class meetings to really explore what a friend is.
14. Hypothetical Teacher reads/ tells a story in which a student has to make a choice about an important ethical decision. Children write what they would choose and their reasons for it.
This also has multiple uses and for difficult clients allows the teacher to investigate their value system and potentially explore the consequences of a belief individually or in a group.
15. Positive Statement
Children write something positive about each other. The statements are collated and shared.
This creates a caring class environment and as a result emotional energy for self change
16. Team Building Children are involved in any activity they believe is worthwhile and requires cooperation. Eg. class BBQ, lunchtime disco.
Motivates positive social interaction and highlights ineffective behaviours. Can also improve frustration tolerance.
17. Buddies Older children are teamed up with younger for a cooperative activity. At risk children need a carefully selected partner.
One purpose is to teach older children about responsibility. Another is to model high levels of acceptable behaviour to young at risk students. Can be used very effectively to improve literacy levels for participants
Behaviour Management Plans
Students unable to learn and demonstrate appropriate school behaviours within the context of the 6 step organisational process detailed in the school’s “Levels of Intervention” organisational structure will require more specific assistance. Students in this situation may:
Require a more specific, consistent and focused behaviour management program delivered by a range of people in different situations in order to change a student’s misbehaviour. In these instances:
o The Behaviour Management Committee meeting on a weekly basis identifies students and their needs through: Class Teacher/Staff advocacy Data gathered from Behaviour Notification forms
o STUDENT BEHAVIOUR MANAGEMENT PLANS (often called CONTRACTS) are then developed and implemented for these students.
and/or Have a medical condition or impairment that requires specialist assistance and intervention. Students sometimes use misbehaviour to “hide” their inabilities and maintain self-esteem. Once identified, the student’s needs may best be provided through the resources available to the Special Needs Committee. A SPECIAL NEEDS REFERRAL FORM should be completed to initiate the process for providing special needs support to a student in this situation.
Behaviour Correction Routine Amended Triple P (Positive Parenting Program)/ RTF (Responsible Thinking Framework) This routine should be implemented by those staff who provide a coordinated program of support to students requiring intensive behaviour support:
1. Ensure target student is attending prior to instruction. If necessary get close give eye contact until attending. 2. Tell them/ class what to do in a calm quiet voice. 3. Pause time, mentally count to 3. 4. If they comply, praise cooperation and use non-verbals to support eg. Thanks everyone for cooperating. 5. If not, commence Responsible Thinking Script and use non-verbals to support i.e. flat affect, reduced or no eye contact:
• What are you doing? • What is the rule? • What happens when you break the rule? • Is this what you want to happen?
6. If they continue to not comply back your instruction up with a consequence/s that matches the misbehaviour.
Example of a Misbehaviour Correction Sequence:
1. Be calm and decisive. Always try to apply consequence/s at the time of the misbehaviour. 2. Withdraw the activity - after 5 minutes return the activity and provide extra supervision to scaffold success. 3. If misbehaviour restarts remove activity for a longer period with another consequence. See below. 4. Time out - "I see you have decided to break the rule. (Pointing to a place on the floor). Sit there and look at the wall" Use 1 minute
of silent time out. Restart if the child speaks or looks around. "You were told to look at the wall. Your one minute will now restart."
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5. Time out - at the Planning Desk to complete the planning section of the level 2/3 form 6. Time out" in another room. (By prior arrangement with the other class teacher). 7. Time out - in office for level 3 misbehaviour. (Phone, send child, after they leave complete form and send with a trusted child).
Follow up
Once a consequence is completed try and immediately involve the child/ children in an activity and do not mention previous behaviour.
In time this routine can be shortened to “What’s the rule?” and working from there.
The Playsafe Passport: The playsafe passport is provided to students who are being monitored or are “re-entering” the playground as a component of a Behaviour Management Plan. Points to note:
1. The passport is given to a child before going out to play. 2. The child hands the passport to the teacher/supervisor on playground duty in the relevant area and goes off to play in the area
nominated. 3. The teacher/supervisor is mindful of watching the child while at play. Watching this child should not be at the expense of
neglecting other children. The passport is a reminder that this child needs special supervision. It should be signed by supervising staff and annotations made on it where appropriate.
4. The teacher/supervisor hands the passport on to the next person who is relieving them on duty. 5. At the end of playtime the child collects the passport from the playground teacher/supervisor and takes it back to their Deputy at
the office. 6. Any incidents in the playground are handled in the playground in the normal fashion. 7. Any unusual incidents are reported to the class teacher for their advice & information.
Consequences for acceptable and unacceptable behaviour The focus of the Responsible Behaviour Plan for Students is on proactive and preventative whole school approaches. Certain types of behaviour are unacceptable and responses can include the most stringent step of exclusion. This consequence would only be used after consideration has been given to all other responses and the unique circumstances of the situation have been considered. For example, students involved in selling or supplying drugs, violent assaults or use of weapons could expect to be recommended for exclusion. The following table “Currumbin State School Levels of Intervention” details school recognised levels of behaviour and the agreed consequences and school process for acceptable and unacceptable behaviour.
Currumbin State School Levels of Intervention
Wherever able, when a Level 3 or higher behaviour notification is sent home the parent will be advised by telephone by the person sending the letter.
Level Student Behaviour Staff Guidance Officer Administrator Parent
0 Demonstrates very acceptable behaviour
Teaches and models appropriate and expected scholastic, social and playground behaviour
Acknowledges & rewards student appropriately
Advises parents and administrator where appropriate
Supports policy implementation
Supports staff wherever possible Supports school as necessary
1 Demonstrates minor misbehaviour.
Recognises and uses these situations to “learn from own mistakes”
Develops “self-monitoring” & “self-correcting” skills.
Redirects child
Uses situations and incidents to teach correct behaviour in context
Provides informal collegiate incidental support (personal or in general discussion)
Supports staff wherever possible (becoming aware of issue(s) & providing input where necessary/able)
Advised as necessary by staff member at appropriate time
2 Demonstrates moderate misbehaviour - usually repeated minor misbehaviour
Staff organised consequence (e.g. time out for up to 30 min.)
Record details of event(s) & actions.
File Behaviour Notification Notice in student folio.
Teacher may provide information for the next Behaviour Review Meeting.
Provides informal collegiate incidental support (personal or in general discussion)
At a Special Needs meeting/Behaviour Review Meeting, may provide advice in development of a Student Behaviour Plan.
Forward a Behaviour Notification Notice home
Supports staff wherever possible (becoming aware of issue(s) & providing input where necessary/able)
May be invited to parent/teacher interview where concerns exist.
May require student to participate in school program(s), e.g. friends club.
Advised by personal letter and invited to attend an interview
Ideally, the parent attends the interview
Parent(s) contribute towards improved child behaviour.
Level Student Behaviour Staff Guidance Officer Administrator Parent
3 Demonstrates serious misbehaviour - perhaps repetitive, antisocial, immoral, dangerous
Withdrawal of privileges (core scholastic program provided, e.g. may be withdrawn from interschool activities)
Record details of event(s) & actions.
Send/escort child with Level 3 Behaviour Notification Form to
Provides formal collegiate support (personal or in general discussion) at a Special Needs meeting & other times.
Assists in development & implementation of a Student Behaviour Plan.
Forward a Behaviour Notification Notice home.
Copy letter for staff member
Negotiate meeting with parents and staff
Record on SIMS/behaviour database
At a Behaviour Review Meeting,
Attend a meeting with staff member and deputy principal
Informed of Student Behaviour Plan for child.
Permissions sought where appropriate.
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deputy principal
Follow-up with deputy principal. Teacher will provide information for the next Behaviour Review Meeting.
work with staff to prepare and implement a Student Behaviour Plan.
4 Demonstrates very serious or extreme cases of misbehaviour
Can be extreme cases, or repetitive cases of Levels 2-3
Immediate withdrawal of student from activity
Send/escort student with Behaviour Notification Notice to deputy principal
Record details of event(s) & actions.
Follow-up with deputy principal
File copy of letter
Attends a meeting preparing a “re-entry” Student Behaviour Plan
Provides formal collegiate support (personal or in general discussion), e.g. debriefing and recording details.
Assists in development & implementation of a “re-entry” Student Behaviour Plan.
Establishes & uses external networks to respond to student needs
Forward a Behaviour Notification Notice home.
Consult Principal to decide on suspension details (in school or out of school, e.g. number of days or STEP Attendance)
Record on database
Chair a meeting preparing a “re-entry” Student Behaviour Plan
Attends meeting with child and Principal/Deputy on day of re-entry to school.
Attends a meeting with staff member and deputy principal to negotiate re entry to normal school activities
5 Behaviour which cannot be tolerated at school
Immediate withdrawal of student from activity
Send/escort student with Behaviour Notification Notice to deputy principal
Record details of event(s) & actions.
Follow-up with deputy principal and Principal
Informed and becomes involved at the direction of the Principal
Establishes & uses external networks to respond to student needs
Principal to decide on appropriate action with collegiate advice (e.g. number of days suspended, PPP attendance, application for exclusion)
Deputy & Guidance Officer to process as necessary
Parent to be involved as indicated in Education Queensland policy and procedures
The network of student support
Networks external to the school. Parents & Carers: Responsibility for developing appropriate social behaviours in children is primarily a parent/carer concern. School staff work with parents/carers to achieve expected standards of behaviour for all students. Development Assessment Team: A parent or school initiated referral accesses Queensland Health services for young children (0 to 6 years old). Community Health: A parent initiated referral which accesses local and general Queensland Health services for children. Police: Local police work with staff to promote respectful behaviour and assist individuals to change inappropriate behaviours. Child & Youth Mental Health Services (CYHMS): A parent or school initiated referral accesses Queensland Health services for treatable psychiatric illness.
Networks internal to the school. Buddies & Mentoring: Teacher initiated programs where a “senior” class joins with a “junior” class at planned and informally arranged times to develop and foster a supportive personal environment that extends beyond a particular year level. Parent/Carers Meetings: Initiated by the school on a regular basis (eg presenting report cards), parents and/or students at appropriate times. Behaviour Program Teacher: A teacher engaged to provide support to targeted students and students requiring intensive ‘scaffolding’ in order to succeed at school. The Administration Team’s Weekly Behaviour Review Meeting reviews student behaviour management plans on a weekly basis. Guidance Officer: A teacher with specialised training in therapy, restricted assessments (eg IQ testing) and special needs. The Guidance Officer is available for individual work without referral through a Special Needs Committee or Behaviour Committee referral. Guidance Officer roles and duties encompass, yet are not limited to:
Verification & AIMS Student Behaviour Management Planning assistance
Case conferencing Case & File management
Therapy (grief, anxiety & the like) Programs (Friends Club, Beyond Friends)
Assessments (e.g. Connors, IQ) Behaviour Management meetings & planning
Year level repeats Special Needs committee
Parent, Class Teacher, student liaison
File & Case Management (Ascertainment)
Whole class social skills PPP parenting program Friends Club & Beyond Friends Program: Programs implemented by a Teacher Aide during breaks under the supervision of the Guidance Officer. They target students who have been identified as needing to learn cooperative & interdependent playground play skills (e.g. turn taking, rules of games) Play Program: A play area, presently the Assembly Hall Verandah, with games and other social activities that can be played indoors (e.g. Twister, Marble Run, Checkers….) at first break each day. All students may attend the Play Program provided there is space available.
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Activities, Resources and Documentation that support these Networks. Lego Club: A supervised play area in the Technology Room where students of all ages may play using Lego at first break each day. Computer Club: Students access the computer lab to complete tasks of interest or “surf” the MIS managed Internet during breaks. Resource Centre/Library: All students may visit the library during first break each day. They may access audiovisual media, books and computers. Special Needs Committee: Meets weekly meeting convened and chaired by an administrator/Guidance Officer. It serves to gather consistent information on particular students and coordinate programs for them. Behaviour Management Committee: Meets weekly meeting where plans are made for individuals (usually contracts, specific instructions concerning class programs & lunch breaks activities). Playground Folder: Collected & returned to the administration room by playground duty supervisors. Planning Room: A teacher supervised location where students complete their Behaviour Notification Form and wait during first &/or second break play time. Note: Students always have school lunch and refreshment breaks. Enrolment Agreement: An agreement, signed on enrolment by all parties (parent, student, school representative) requiring all parties to abide by The Code of School behaviour and other endorsed conditions imposed by the school. Risk Management Profiles: A single A4 sheet detailing MEDICAL conditions that a particular student may have, and the requirements for their treatment should they have an “episode”. The profiles relate to allergies or conditions (asthma, epilepsy…..) which may be life threatening if left untreated. Student Folios: A folder which contains information relevant to an individual student. It becomes a record of progress from year to year. School Newsletter: The newsletter is provided to each family on a weekly basis. It is also available on the internet. School Website: People can access and download this policy and information sheets related to school refusal, bullying, parent break-ups and the like. Special Needs Referral Form: The initial documentation required referring a student to the Special Needs Committee at this school. The referral contains parent and teacher information, and allows the committee to make decisions about appropriate assessment, programming, and resourcing for individual student needs. Referrals are current for 12 months. Student Behaviour Plan: A documented plan intended to change an individual student’s behaviour. It is collaboratively created and implemented at school administration level, with input and assistance where necessary and available from teachers, staff, parents, students and service providers. Behaviour Notification Form: The paper document provided to parents detailing specific incidents of individual misbehaviour. The school Behaviour database information is compiled using the information on the form
Consideration of individual circumstances All members of the school community are expected to abide by the standards of The Code of Behaviour. This Responsible Behaviour Plan for Students applies equitably to all students, staff & personnel at this school. The processes, strategies, resources, and programs described in this policy are inclusive. For example “Things that Work” described as being of benefit for students requiring intensive support works equally well with all students regardless of age, ability or circumstance. The processes detailed in this plan aim to ensure that prospective educational outcomes for the diverse needs of students are maximised. Responses to inappropriate behaviours consider each student’s particular situation and context, the individual circumstances and actions of the student and the needs and rights of school community members.
Related legislation Education (General Provisions) Act 1989 Section 21 of the Education (General Provisions) Regulation 2000 Criminal Code Act 1899 Anti-Discrimination Act 1991 Commission for Children and Young People and Child Guardian Act 2000 Judicial Review Act 1991 Workplace Health and Safety Act 1995 Workplace Health and Safety Regulation 1997 Freedom of Information Act 1992
Related policies SM-06: Management of Behaviour in a Supportive School Environment - Schools and Discipline SM-16: School Disciplinary Absences HR-07-1: Code of Conduct CS-01: Gender Equity in Education CS-05: Educational Provision for Students with Disabilities CS-10: Drug Education and Intervention in Schools
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CS-15: Principles of Inclusive Curriculum CS-16: Cultural and Language Diversity CS-17: Anti-Racism LL-14: Hostile People on School Premises, Wilful Disturbance and Trespass Issues SM-05: Physical Restraint and Time Out Procedures - Students with Disabilities
Some related resources National Safe Schools Framework (ncab.nssfbestpractice.org.au/resources/resources.shtml) National Framework for Values Education in Australian Schools (www.valueseducation.edu.au) National Framework for Values Education in Australian Schools – Queensland (www.education.qld.gov.au/curriculum/values/) Bullying. No Way! (www.bullingnoway.com.au) MindMatters (www.curriculum.edu.au/mindmatters) School Wide Positive Behaviour Support (www.learningplace.com.au/deliver/content.asp?pid=24668) Bill Rogers instructional VIDEOS. Available through the school library Positive Parenting Program. Available through our school Guidance Officer.
Appendix 1
The Use of Personal Technology Devices* at School This policy reflects the importance the school places on students displaying courtesy, consideration and respect for others whenever they are using personal technology devices. Confiscation Permitted personal technology devices used contrary to this policy on school premises will be confiscated by school staff. They will be made available for collection from the school office at the end of the school day unless required to be kept for purposes of disciplinary investigation, when it will only be returned in the presence of a parent. Devices potentially containing evidence of criminal offences may be reported to the police. In such cases police may take possession of such devices for investigation purposes and students and parents will be advised to contact Queensland Police Service (QPS) directly. Students who have a personal technology device confiscated more than once will not be permitted to have a personal technology device at school for at least one month, or longer if deemed necessary by the Principal. Personal Technology Device Etiquette Bringing personal technology devices to school is not encouraged by the school because of the potential for theft and general distraction and/or disruption associated with them. However, if they are brought to school, they must be turned off and out of sight during assemblies or classes unless given permission from teaching staff. Personal technology devices may be used at morning tea and lunch breaks and before and after school. Recording voice and Images Every member of the school community should feel confident about participating fully and frankly in all aspects of school life without concern that their personal privacy is being invaded by them being recorded without their knowledge or consent. We uphold the value of trust and the right to privacy at Currumbin Primary School. Students using personal technology devices to record inappropriate behaviours or incidents (such as vandalism, fighting, bullying, staged fighting or pranks etc) for the purpose of dissemination among the student body or outside the school, by any means (including distribution by phone or internet posting) builds a culture of distrust and disharmony. Students must not record images anywhere that recording would not reasonably be considered appropriate (e.g. in change rooms, toilets or any other place where a reasonable person would expect to be afforded privacy). Recording of events in class is not permitted unless express consent is provided by the class teacher. A student at school who uses a personal technology device to record private conversations, ordinary school activities (apart from social functions like graduation ceremonies) or violent, illegal or embarrassing matter capable of bringing the school into public disrepute is considered to be in breach of this policy. Even where consent is obtained for such recording, the school will not tolerate images or sound captured by personal technology devices on the school premises or elsewhere being disseminated to others, if it is done for the purpose of causing embarrassment to individuals or the school, for the purpose of bullying1 or harassment, including racial and sexual harassment, or where without such intent a reasonable person would conclude that such outcomes may have or will occur. Students involved in:
recording; and/or
disseminating material (through text messaging, display, internet uploading etc); and/or,
knowingly being a subject of a recording Breach of this policy may be subject to discipline (including suspension and recommendation for exclusion). Students should note that the recording or dissemination of images that are considered indecent (such as nudity or sexual acts involving children), is against the law and if detected by the school will result in a referral to QPS. Text communication The sending of text messages that contain obscene language and/or threats of violence may amount to bullying and or harassment or even stalking, and will subject the sender to discipline and possible referral to QPS. Students receiving such text messages at school, should ensure they keep the message as evidence and bring the matter to the attention of the school office. 1 Education Queensland does not tolerate bullying behaviour at schools. This includes bullying conducted by electronic means.
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Recording Private Conversations and the Invasion of Privacy Act 1971 It is important that all members of the school community understand that under the Invasion of Privacy Act 1971, ‘a person is guilty of an offence against this Act if the person uses a listening device to overhear, record, monitor or listen to a private conversation’. It is also an offence under the Act for a person who has overheard, recorded, monitored or listened to a conversation to which s/he is not a party to publish or communicate the substance or meaning of the conversation to others. Students need to understand that some conversations are private and therefore to overhear, record, monitor or listen to such private conversations may be in breach of this Act, unless consent to the recording is appropriately obtained. Special Circumstances Arrangement Students who require the use of a personal technology device in circumstances that would contravene this policy (for example to assist with a medical condition or other disability or for a special project) should negotiate a special circumstances arrangement with the Deputy Principal or Principal. * Personal Technology Devices includes, but is not limited to, games devices (such as Portable gaming devices, Tamagotchis®, laptop computers, PDAs, Blackberrys®, cameras and/or voice recording devices (whether or not integrated with a mobile phone or MP3 player), mobile telephones, IPods® and devices of a similar nature.
1 Education Queensland does not tolerate bullying behaviour at schools. This includes bullying conducted by electronic means.
Appendix 2
Procedures for Preventing and Responding to Incidents of Bullying (including Cyberbullying) Purpose
1. Currumbin Primary School strives to create positive, predictable environments for all students at all times of the day. The disciplined and teaching environment that we are creating is essential to:
achieving overall school improvement, including the effectiveness and efficiency of our student support procedures
raising achievement and attendance
promoting equality and diversity and
ensuring the safety and well-being of all members of the school community.
2. There is no place for bullying in Currumbin Primary School. Research indicates that both those being bullied and those who bully are at risk for behavioural, emotional and academic problems. These outcomes are in direct contradiction to our school community’s goals and efforts for supporting all students.
3. Bullying behaviours that will not be tolerated at Currumbin Primary School include name-calling, taunting, mocking, making offensive comments, kicking, hitting, pushing, taking belongings, inappropriate text messaging, sending offensive or degrading images by phone or internet, producing offensive graffiti, gossiping, excluding people from groups, and spreading hurtful and untruthful rumours.
4. Bullying may be related to:
race, religion or culture
disability
appearance or health conditions
sexual orientation
sexist or sexual language
young carers or children in care.
5. At Currumbin Primary School there is broad agreement among students, staff and parents that bullying is observable and measurable behaviour. When considering whether or not bullying has occurred, we will therefore avoid speculation on the intent of the behaviour, the power of individuals involved, or the frequency of its occurrence. Whether bullying behaviour is observed between students of equal or unequal power, whether it occurs once or several times, and whether or not the persons involved cite intimidation, revenge, or self-defence as a motive, the behaviour will be responded to in similar fashion, that is, as categorically unacceptable in the school community.
Rationale 6. Research indicates that many problem behaviours are peer-maintained. That is, peers react to bullying in ways that may increase
the likelihood of it occurring again in the future. Reactions include joining in, laughing, or simply standing and watching, rather than intervening to help the person being bullied. Whilst our school would never encourage students to place themselves at risk, our anti-bullying procedures involve teaching the entire school a set of safe and effective response to all problem behaviour, including bullying, in such a way that those who bully are not socially reinforced for demonstrating it.
7. The anti-bullying procedures at Currumbin are an addition to our already research-validated schoolwide positive behaviour
support processes. This means that all students are being explicitly taught the expected school behaviours and receiving high levels of social acknowledgement for doing so. Adding lessons on bullying and how to prevent and respond to it is a subset of procedures that our students are already accustomed to.
Prevention
8. Attempting to address specific problem behaviours will not be successful if the general level of disruptive behaviour in all areas of our school is not kept to a low level. Therefore, our schoolwide universal behaviour support practices will be maintained at all times. This will ensure that:
Our universal behaviour support processes will always remain the primary strategy for preventing problem behaviour, including preventing the subset of bullying behaviour
All students know the school rules and have been taught the expected behaviours.
All students have been or are being taught the specific routines in the nonclassroom areas, from exiting the classroom, conducting themselves in accordance with the school expectations in the playground and other areas, to re-entering their classrooms
All students are receiving high levels of positive reinforcement for demonstrating expected behaviours, including those associated with following our routines, from all staff in the nonclassroom areas of the school
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A high level of quality active supervision is a permanent staff routine in the nonclassroom areas. This means that duty staff members are easily identifiable and are constantly moving, scanning and positively interacting as they move through the designated supervision sectors of the nonclassroom areas.
9. Bullying Surveys are conducted yearly and strategies taken from this data may include;
Classroom units of work
Police visits
Targeted group behaviour management strategies
Guest speakers
Theatre productions 10. Research indicates that a common outcome of anti-bullying programming is an improvement in understanding of bullying but little
change in the frequency or nature of actual bullying behaviour. One of the reasons cited for this outcome is the lack of behavioural rehearsal in the programming. The anti-bullying process at Currumbin takes care to combine knowledge with practice in a process of active learning, so that students understand by ‘doing’ as much as by ‘knowing’.
Currumbin Primary School also uses behavioural data for decision-making. This data is entered into One School on a daily basis and can be recalled as summary reports at any time. This facility is one way the school can track the effectiveness of its anti-bullying process, to make any necessary adjustments, and to identify specific bullying behaviours that may need to be revisited or revised in the instructional process.
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Health and Wellbeing and Learning Pathways for Students and Staff
Enrichment / Intervention Plan.
Students are identified and supported using the Differentiation.
Planner and Flexible Learning strategies incorporated
IEP’s and ISP’s, S.E.P.
Learning Celebrations each term.
Specialist Health lessons emphasizing personal, social and community health.
Ability grouping (where appropraite).
P-3 classroom intervention.
Collaborative year level teams and partnerships.
School Chaplaincy Program.
Deadly Choices.
Flexible C2C processes.
Student / Staff Leadership Program.
Structured Play Program.
Guidance Officer Support.
The Developing Performance Framework (Semester) - involves critical reflection, development and strengthening of practice. - Is flexible, relevant and integral to a teacher’s professional practice.
Visible learning and OneSchool / ICT training.
Improved physical school environment / resourcing.
ICT classroom support (as per ICT plan).
Student Awards program (The Pines Award, Caught Being Good, Sports and Academic awards annually).
P&C Food Policy.
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Attendance Plan Rationale
All schools in Queensland are committed to providing safe and supportive learning environments for all students which address their educational needs.
Currumbin Primary School expects all students to attend school every day
Currumbin Primary’s attendance policy aims to support staff, parents and caregivers to ensure maximum attendance for every student.
School community beliefs about the importance of attending school
It is important that students, staff and parents/carers have a shared understanding of the importance of attending school. Currumbin Primary School -:
is committed to promoting the key messages of Every Day Counts believes all children should be enrolled at school and attend every school day requires all students to arrive at school on time and attend school for the entire day
monitors, communicates and implements strategies to improve regular school attendance believes truanting can place a student in unsafe situations and impact on their future employability and life choices believes attendance at school is the responsibility of everyone in the community.
Responsibilities
School responsibilities:
identify absences quickly,
follow-up promptly,
send clear messages to students and parents that attendance is vital.
adhere to the published Attendance Plan
Student responsibilities:
be organised in preparation for leaving home at the appropriate time
to arrive at school ready to begin class at 8:45am
to attend school every day
to seek help if there are any issues impacting on regular school attendance
Parent responsibilities:
to assist students with morning organisation by setting up and adhering to routines to arrange a safe and timely arrival at school each day to minimise disruption to learning by ensuring students attend a full day’s program to notify the school by phone email or note if their child has a genuine reason for not attending to seek support from school personnel if school refusal becomes evident
Strategies
At Currumbin Primary we promote 100% attendance by:
Communicating clear expectations about attendance to staff, students and caregivers Monitoring patterns of student absenteeism and following up with caregivers Providing a supportive school environment which encourages positive relationships Implementing programs which develop social and emotional skills and anti-bullying strategies
Liaising with outside agencies to support individual students and their families
Responses to absences
At Currumbin Primary, we are committed to achieving the following targets in improving attendance:
100% of attendance issues identified and supported through an attendance plan 98% attendance for all students 100% of absences explained
When a student is absent without explanation for 3 days or a pattern of absences has been identified, Currumbin Primary will take the following actions:
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Teacher to send home a note, email or phone caregiver DP to follow up if absence is still unexplained or pattern continues DP to set up an interview with GO, parents and relevant staff to organise an attendance plan if required
At Currumbin Primary the consequences or impacts of unexplained or unauthorised absences might include the following:
In the event of truancy students would be required to make up lost time during breaks Parents asked to attend an interview to discuss absenteeism An Attendance Plan is developed in consultation with all stakeholders Failure to abide by the plan initiates a G.O referral and the first official absence letter If attendance continues to be unsatisfactory DP & GO are notified and final absence letter is sent. This letter mentions
prosecution
Reporting and monitoring attendance
At Currumbin Primary reports of absence or truanting are taken seriously. Students, parents, members of community and school staff may report absence in the following ways:
Verbal report to a staff member Written notification to staff member Phone call from a responsible adult via the school office
Staff to record patterns of absenteeism in OneSchool Staff to report unauthorised absences to relevant DP as per attached Attendance Plan 2014
1. Monitor class absences and take note of any patterns of absence
2. Notes or verbal explanations/phone messages etc. are required for EVERY absence
3. Send pink slips home if there are any unexplained absences
4. If pink slips are not returned after 3 days, email, send a note or phone home
5. Notify DP to follow up, if absences still remain unexplained or a pattern of “explained” but possibly unnecessary absences is occurring
6. Teacher or DP to print off absence record from oneschool
7. DP to phone parent and arrange an attendance plan if required
8. Alert DP if unnecessary absences continue and there is a failure to abide by the plan
9. DP to print off absence record from oneschool DP phones parent to discuss “failed plan” and refers to GO for first department letter if required
10. If attendance continues to be unsatisfactory DP & GO are notified and FINAL letter is sent
THE FINAL LETTER MENTIONS PROSECUTION
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Five Step Model
1. Develop a school attendance policy Staff, parents and students should collaboratively develop a clear, inclusive and simple attendance policy that promotes high expectations of student attendance. The policy, including clear expectations about attendance, should be communicated consistently to students and the school community through the schools website, newsletters and in the school’s enrolment package.
2. Record and follow up student absences It is important that schools develop consistent and effective follow-up processes for unexplained student absences. Timely follow-up is a key preventative strategy in reducing absenteeism. It makes it harder for students to miss school without being caught. It also enables those parents who may not be aware that their children are absent to take action.
3. Monitor student non-attendance and patterns of non-attendance The school’s attendance data should be analysed to identify absenteeism trends and individual students with high levels of absenteeism. Schools should investigate absentee rates and their relationship to factors such as the day of the week, the class/subject/year level and particular gender/cultural groups.
4. Develop a positive school culture Schools should develop a safe and supportive school environment that promotes positive relationships and includes the implementation of programs which develop social and emotional skills, peer tutoring and mentoring, and anti-bullying strategies. It is also important to establish positive home-school relationships to assist parents to support their child’s attendance at school.
5. Collaborate with other agencies Schools should implement appropriate strategies/support mechanisms, including liaising with other agencies such as Queensland Police and local non-government organisations, to address the trends or support individual students and their families to encourage attendance.
Appendix 3 Some related resources
Every Day Counts
http://education.qld.gov.au/everydaycounts/index.html
SMS-PR-017: Enforcement of Compulsory Schooling and Compulsory Participation Phase
http://education.qld.gov.au/strategic/eppr/students/smspr017/
SMS-PR-029: Managing Student Absences
http://education.qld.gov.au/strategic/eppr/students/smspr029/
SMS-PR-036: Roll Marking in State Schools
http://education.qld.gov.au/strategic/eppr/students/smspr036/
Appendix 4 Types of absenteeism and possible responses
Terms Examples Possible Responses
Chronic absenteeism
Persistent or habitual absence or lateness Students with high levels of absences, variously defined as 10% or more school days absent Parents may provide explanations for absences, but these explanations may be considered unreasonable.
Parents and family members play an important role in assisting the student to reintegrate back and remain engaged in school. Schools may wish to:
notify parents of their legal obligations and the importance of schooling and of continuity in learning from the early years
encourage parents to participate in parenting skills training (e.g. organisational skills)
encourage the development of supportive networks with other parents (e.g. establish a parents club)
encourage parents to seek support from and communicate regularly with teachers and the school.
School refusal A form of chronic absenteeism Parents often are aware of the absenteeism but are unable to address it Students who are almost completely unwilling or unable to attend school because of:
their past school experiences
psycho-social reasons related to clinical levels of anxiety
a developed habit of absence
The school gathers information about the student and family to help understand the nature of and reasons for the absences. The school implements strategies to address issues like learning problems or bullying where appropriate. School support staff such as Guidance Officers, Youth Support Coordinators or nurses may be involved. Where appropriate the school refers students and parents to relevant professionals (e.g. counsellors and psychologists) for programs according to the individual student’s needs. Solutions may require whole-of-government intervention and support, as for truancy (see below).
Truancy Disengagement from school May be accompanied by alienation from the school culture Unexplained absences from school perhaps without the knowledge of the parent/s
Where the reasons for truancy pertain to aspects of the school (e.g. poor relationships with teachers), the school implements strategies to address these aspects. The school alone may not be able to address all of the needs of the student (e.g. domestic violence at home, child abuse, etc). Schools should work with the family and liaise with other agencies such as:
Department of Child Safety,
Department of Communities,
Queensland Police Child Protection Investigation Unit, and
other relevant non-government organisations.
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Currumbin Primary School Agreed Practises 2014
General Agreed Practises
5 Strategies for Formative Assessment
Pre – Assessment in English and Maths
All students identified on the Differentiation Planner
Unpacking of C2C units 5 weeks ahead
Diagnostic Test results entered onto One School
Formal moderation in Year level teams followed by the data
review
Collaborative Year Level Teams and partnerships
Semester 1 Parent Teacher Interviews
Report Card each semester using on balanced judgement based
on ACARA standards
Learning Celebrations each term
Agreed Practises in Maths
Mental computation 10 – 15mins daily
C2C Summative and Formative Check-Ins
Spaced Practise Evident in Year Level Overviews
Flexible Learning to provide differentiated support
Administer and Analyse PAT M 2 - 7
Explicit teaching of a common maths language
POLYA Model for problem Solving – See, Plan, Do , Check using
Think Boards Yr 1 – 7 and 9 Problem Solving Strategies
Agreed Practises In Literacy
Reading
C2C Summative and Formative Check-In
Daily Reading ( modelled, shared, guided or
independent )
Flexible reading groups
PM Levels interpreted and recorded to Level
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Comprehension Strategies Taught -QAR Yr 1-7
and Sheena Cameron / STARS
Home Reading programs from Prep – Year 3
Home Reading encouraged and supported
for Years 4 – 7
Sight words – colour and animal P - 3
Administer and analyse PAT R 2-7
Writing
Daily Writing
C2C Summative and Formative Assessment
Editing conventions
Vocabulary program embedding STRIVE
strategies
Speaking
Speechmakers Competition Term 3 P -7
Spelling
Differentiated Spelling Groups
Words Their Way Inventory to track Spelling 1-7
SAST to direct teaching practises 1-7
Crack the Code Phonemic Program P - 3
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O
ral L
an
gu
age
The ability to speak and listen.
Planning we do: Align Strive with C2C vocabulary Build oral language into daily
routines Provide opportunities for social
interactions Monitor student understanding
through formative assessment techniques
Strategies we use: Teach active listening Model clear and correct use of language –
“think alouds” Barrier Games
Evidence we see: Paired reading
Reciprocal teaching
Co-operative learning
Visible Learning Goals
Students as owners of their own learning
Students are resources for one another
Ph
on
olo
gic
al an
d
Ph
on
em
ic A
ware
ness
The ability to hear and manipulate the sounds in oral language.
Planning we do: Pre assess understanding Guided and small group instruction
based on need
Provide opportunities to hear, compare, categorise and manipulate sounds
Strategies we use: physical manipulation of letters to model
and rehearse isolating, blending, segmenting
substitution and deletion (Crack The Code)
Read Alouds
Clapping syllables
Word slides
Block and arm tracking (Crack The Code)
Poems
Rhyming texts
Evidence we see: Crack The Code program in Prep – Yr 3
Children working in small groups
manipulating phonemes using letters
Children orally segmenting and blending
(‘arm chopping’)
Ph
on
ics
an
d D
eco
din
g
Phonics - The relationship between letters and sounds. Decoding – the process of converting printed word into spoken form.
Planning we do: Explicit planning of systematic
phonics instruction
Hierarchy of foundation knowledge
letters and phonemic awareness
mastery
Strategies we use: Whole class, small group and individual
instruction
Crack The Code sequence of teaching
Reinforce recognition and recall of letter-
sound relationships and precise articulation
of phonemes
WTW word sorts
Sound boxes
Magnetic letters
Recognise words as chunks than whole units
Utilise decoding strategy bookmarks and
anchor charts
Cloze activities
Evidence we see: Flexibility in instruction to meet learning
needs
Integration of phonics as part of a balanced
reading program
Explicit teaching of decoding strategies at a
whole class and small group level
Vo
cab
ula
ry
Develo
pm
en
t
New words and what they mean.
Planning we do: Use the Strive Framework to identify
tier 2 words in C2C texts and units
Strategies we use: Word study
Strive lesson plans teaching vocabulary
directly using repetition and multiple
exposure
Analysis of word relationships and origins
Explicit teaching of structure, morphemic
and etymological knowledge as ways to build
meaning
Evidence we see: Word Walls
Word Clines
Vocabulary Detectives
Dictionaries being used
students and other teachers
Flu
en
cy
The ability to read quickly and naturally, recognise words automatically and group words quickly.
Planning we do: Plan opportunities for reading
mileage and feedback (Daily Five)
Pre-testing and post-testing
Data Walls including I can statements
Strategies we use: Read alouds
Modelled reading
Shared reading
Explicit teaching of high frequency words
Repeated reading
Reader’s Theatre
Timed reading
Explicit teaching of punctuation for meaning
Developing reading mileage and stamina
Author’s Chair
Speak to Text (X-O’s, Childpads and Laptops)
Choral reading
Evidence we see: Read to Someone and Read to Self
Students engaging in self and peer
feedback
Choral Reading
Author’s Chair
Text
Co
mp
reh
en
sio
n
Understanding what is being read and
developing higher-order thinking skills.
Planning we do: Incorporate Sheena Cameron and
Stars and Cars strategies into
teaching opportunities
Un opportunities for reading mileage
and feedback (Daily Five)
Pre-testing and post-testing
Data Walls including I can statements
Strategies we use: Think alouds
Yrs 1-3 Guided Reading Intervention model
Explicit teaching of each strategy
Read and retell
QAR yrs 1-7
Reciprocal teaching
KWL
Cars and Stars
Evidence we see: Graphic organisers
Story structures
Anchor charts
Currumbin Whole School Reading Program
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Literacy intervention model The Early Intervention Literacy model that is enacted at Currumbin Primary School is supported by evidence based research that
promotes the effectiveness of intervention in the early years of schooling. The Currumbin model endorses small group, targeted
teaching up to year three to accelerate the development of early reading. Explicit training in small group work, accountable discussion,
guided reading and Sheena Cameron strategies have occurred with teachers and teacher aides. The effectiveness of the model is in the
consistent, 40 minute daily practice as two teacher aides and a teacher conduct small-group reading instruction designed to provide
differentiated teaching that supports students in developing reading proficiency.
At Currumbin state school we:
Teach literacy across all key learning areas.
Employ reading procedures – (guided, modeled, shared, independent)
Build the teaching of reading into our weekly timetable.
Explicitly teach reading strategies.
Differentiate our program to cater for students of different abilities.
Use a variety of text types including commercial and web based texts.
Use ICT’s to read, view, study and respond to texts.
Use assessment for learning to inform our teaching and evaluate student learning.
Understand that text choice is paramount to the quality of the teaching of reading.
Administer running records as dictated by the Whole School Assessment Plan and upload the results to One School.
Use running records to gather diagnostic information which is used to inform the explicit teaching that occurs in guided reading
groups.
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Crack The Code
Crack the code is a step by step phonemic awareness and visual-auditory program that helps students develop the
essential skills of reading and writing and in turn achieve literacy success.
It is a sequential program that incorporates visual (using vowel signs) and auditory techniques to effectively teach the
reading and spelling of sounds (but especially vowels within words). It is structured in 5 parts, each focusing on a
different vowel sound group.
Crack the Code is especially effective for students who struggle to apply phonic skills to reading and writing by using
this approach of blended phonemic awareness, visual as well as auditory. It focuses on improving the child’s ability to
read and write vowel sounds within words by teaching vowel signs for each of the twenty Australian vowel sounds.
The program is immensely successful with students of all ages because struggling students in this area usually have
better visual than auditory skills so benefit from learning visual signs for each of the twenty vowel sounds.
Crack the Code is effective and successful at any age or year level however early intervention is best.
The program can be applied at a whole class level with all students learning the techniques and signs of the vowel
sounds. At Currumbin Primary School, students who have difficulty learning and applying the techniques of the
program, or are identified as being behind their peers within literacy are withdrawn and given focused one-on-one
intervention still using the same skills and techniques of the program. Parents of struggling children are also trained
to use, teach and practice the skills and techniques of the program at home with their children – especially during the
first two years of school.
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Our baseline statements: Learners
Take ownership of their own learning
Know what to do to succeed
Are always learning
Have growth mindsets
Use feedback to move learning forward
Are instructional resources for one another
Teachers and school systems
Facilitate learning by providing an atmosphere of risk taking and goal setting.
Make learning intentions clear
Provide success criteria to all students at their level
Tailor programs to meet individual needs
Engineer effective classroom discussions
Focus areas These are the areas that we have decided to focus our efforts on:
Developing Classrooms that make learning visible
Embedding Formative Assessment techniques into classrooms using 5 key strategies to keep learning on track
Personalised learning for all students and staff
Aspiration This is our aspiration for Visible Learning in our school:
Learners can see where they are in their learning. They know where they need to go to progress and with collaboration they know how they are going to get there.
Planning our Visible Learning journey
VISIBLE LEARNING CURRUMBIN PRIMARY
SCHOOL 2013 - 2014
Visible Learningplus
Action planning Content subject to copyright, photocopy with permission only
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Targets What will we do to know whether we are on track as we
go? How will we know we have achieved our target at the
end of the specified time period?
5 key strategies of learning of Visible Learning introduced by the beginning of 2014.
Survey the staff at the start of the process and reassess our learning intentions as we progress. Document sessions, provide follow up and ask teachers for feedback.
Staff will all be familiar with the 5 key strategies as they commence the 2014 teaching year and collect survey data to see what they know.
Visible Learning Classrooms established in Term 1 2014 using the 5 key strategies. Approximately 16 classes will have one full day of HOC support each for 5 weeks and ongoing support throughout the year. These teachers will form the Visible learning Coalition at Currumbin.
Invite teachers to complete the application process to register as a pilot Visible Learning class. Filmed interviews of students before, during and after the commencement. Random sampling of students and teachers on learning intentions and success criteria. Deputies will focus on Formative assessment as part of their Personal Development Interviews.
Students will be able to use the metalanguage and techniques of Visible Learning. Create a PD video of interviews with students and teachers to highlight the success and difficulties of the program.
Pre-assessment will be carried out in Maths and English as part of the planning process by a volunteer project group.
Staff supported with use of, pre-assessment task, differentiation placemat and varying the learning pathways. Planning day focus on preparation for the unit. Assess the effectiveness and modify as necessary. Staff discussions about the validity of processes and modifications are made as necessary.
Year level groups will be developing their own pre-assessment tasks, sharing resources to differentiate pathways.
Curriculum Audit in Term 2. Reassess school Improvement Agenda. Mock interviews with staff to discuss agenda items.
Audit success
Targets and monitoring our progress
Visible Learningplus
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27
Guiding coalition This group will have oversight of this work and guide the delivery team:
The Admin Team including coaches, HOCS, STLaN, SEP Teachers will guide the delivery of the visible learning and formative assessment principals through these activities:
Commitment to gaining a deeper understanding of the 5 key strategies and being able to discuss the effectiveness of them in a classroom
Admin Professional Development with Dylan Williams in January 2014
Whole staff professional development on the theory of Visible Learning and embedding formative assessment into daily practices.
Provide an application form to staff who would like to be pilot classes in the Visible Learning journey
Select a group of willing participants for in class support over an extended period to embed the 5 key principals into classroom management and student practice.
Data collection, documenting and monitoring of the process
Delivery team This group is responsible for ensuring the delivery of the plan:
The Classroom Teachers in collaboration with Tracie and Julia will gain a working knowledge of the 5 key strategies for visible learning and embed formative assessment into their classrooms through these activities:
Completing an application form to become a Visible learning Classroom
Commitment to gaining a deeper understanding of the 5 key strategies and being able to discuss the effectiveness of them in a classroom
Meeting each month to set goals
The guiding coalition will work with classes intensely for 5 week blocks
Teachers will feedback to whole staff on their progress
What activities will achieve this?
Visible Learningplus
Action planning Content subject to copyright, photocopy with permission only
28
Students Teachers Leaders Families/Communities
Knowledge of the 5 key strategies-
1. Clarifying learning intentions and sharing success criteria
2. Effective classroom discussion and activities that elicit learning
3. Providing feedback to move learning forward
4. Students as owners of their own learning
5. Students as instructional resources for one another
Knowledge of the techniques used to apply the 5 strategies– introduced as needed and practiced until they become integral to student/ teacher progress. Becoming effective at goal setting and peer and self –assessment.
Professional development around the 5 key strategies. This includes –
Self -motivated reading of Dylan William’s book – Embedded Formative Assessment
Self- motivated reading of professional literature provided by Julia and Tracie
Whole staff PD Alternative classroom management and structure techniques to consider when setting up flexible grouping –eg. The Daily 5 and Café Reading. Accessing student’s prior knowledge Flexible programming How to create effective pre-assessment tasks. Where to access support for differentiation in the classroom
Embedded Formative Assessment – what it is and how to it used effectively in a school. Theory behind Visible Learning and what has the greatest effect on student progress. The 5 Key Strategies Where to find the techniques used and how to begin embedding them in classrooms. How to best support teachers in the transition to a Visible Learning Classroom How to guide conversations that move learning forward
Knowledge of what we are trying to achieve at Currumbin to improve the learning for all students. Know our visible learning targets Know our plans for implementation and staffing
How will we get there?
What knowledge do these groups need?
Visible Learningplus
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Students Teachers Leaders Families/Communities
Knowing the clear learning intentions in classroom lessons and understanding the success criteria Participating in discussions and activities that elicit learning - No hands up –all inclusive Using feedback to move learning forward Students identifying personal goals Allowing students to be instructional resources for one another
Using pre - assessment Clarifying learning intentions and sharing success criteria with all students at their level Orchestrating effective classroom discussions and activities that elicit learning- No hands up –all inclusive Providing feedback to move learning forward Supporting students as owners of their own learning- allowing student to wallow Allowing students to be instructional resources for one another Facilitating individual learning Watching each other teach
Setting up delivery group meetings with a clear agenda Troubleshooting difficulties in classrooms as they arise Support with Tracie and Julia to maintain momentum Providing resources to support learning Visiting Visible Learning classrooms regularly Providing feedback to teachers and planning pathways for them to achieve their goals. Providing feedback to Admin and the staff on the Visible Learning Classrooms
Feedback through newsletters of our progress and with examples of the techniques we are using in classrooms Sharing staff and student success through videos and conversations Inviting parents into the classrooms and showing them evidence of success Showing parents how good schools operate Helping to develop aspirational statements Introducing passionate teachers to the wider community
How will we get there?
What practices need to become routine?
Visible Learningplus
Action planning Content subject to copyright, photocopy with permission only
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Professional activity Details
Release teachers to develop relevant pre-assessment and plot learning pathways on the differentiation placemat.
Using release time with Joelle and Fleur, teachers routinely discuss their planning progress with Julia and Tracie, find resources and consider varied pathways for differentiation.
Staff Professional Development sessions on Visible Learning and Formative Assessment
Allocate time on Pupil Free Day October 21st to introduce our process, complete survey and invite teachers to apply to become a Visible Learning class. Introduce the research behind the theory and provide professional reading for teachers.
1st Round group established for 2014 – 4 teachers Meet with teachers before or after school who will be involved in the first round of Visible Learning Classrooms. Establish the protocol for the meetings, set first goals, design a plan for classroom management over the first 5 weeks and establish a time for future meetings.
First coalition meeting with 1st 4 teachers Week 4, Term 1 discuss the progress so far, reassess the plan, set new goals for the group and teachers set new personal goals.
2nd Round group established – 4 new teachers
Week 4 establish the 2nd set of classes to become Visible Learning classrooms. Establish the protocol for the meetings, set first goals, design a plan for classroom management over the first 5 weeks and establish a time for future meetings.
Second coalition meeting with 8 teachers involved Week 8, Term 1 discuss the progress so far, reassess the plan, set new goals for the group and teachers set new personal goals.
How will we get there? Short Term Planning Term 4 2013 and Term 1 2014
Visible Learningplus
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Professional activity Details
3rd Round group established - 4 new teachers
Week 9 Term 1, establish the 3rd set of classes to become Visible Learning classrooms. Establish the protocol for the meetings, set first goals, design a plan for classroom management over the first 5 weeks and establish a time for future meetings.
Third coalition meeting with 12 teachers involved
Week 4 Term 2, discuss the progress so far, reassess the plan, set new goals for the group and teachers set new personal goals.
Support Teacher Role- below level and gifted and talented support Support teacher is involved at all levels of the planning from the pre –assessment, differentiation placemat placement and learning pathway support
SEP Teachers
ILPs are developed with the Visible Learning strategies as part of the action plan to monitor progress, SEP teachers involved in learning pathways and goal setting with students
4th Round group established -4 teachers
Week 4 Term 2, establish the 4th set of classes to become Visible Learning classrooms. Establish the protocol for the meetings, set first goals, design a plan for classroom management over the first 5 weeks and establish a time for future meetings.
Fourth coalition meeting – with 16 teachers involved
Week 4 Term 2, discuss the progress so far, reassess the plan, set new goals for the group and teachers set new personal goals.
Curriculum Audit term 2 2014
Teachers released on Thursday planning day to discuss the format for audit interviews.
Review of Visible Learning Progress
Admin and staff involved discuss future direction for creating school success. Students interviewed and filmed to check for understandings in formative assessment.
How will we get there? Long Term Planning Term 2, 2014
Visible Learningplus
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Activity Responsibility Date/Time Comment
Admin Meeting to discuss the action plan Admin team
Week 2 Term 4 2013 Make sure that admin team agree of the process and are familiar with the timeline for implementation
Professional Reading- Dweck &Sadler, Williams, Michael Barber – Oceans of Innovation
Tracie and Julia
Week 3 Term 4 2013 Embed ideas and PD suggestions into action plan
Create a 30 minute PD package for Pupil Free day October 21st using Hattie, Burmingham, Williams. Present 5 key strategies and introductory examples of techniques
Tracie and Julia
Week 3 Term 4 2013
Concentrate on the essential elements at this stage to plant the seed, gain interest and find out where the staff are already with their knowledge of formative assessment
Develop the application forms and surveys for whole staff
Tracie and Julia
Week 3 Term 4 2013 Use survey monkey and guide staff through the process on Pupil Free Day Application form approved by admin team.
Investigate Learning Detectives – www.amble.firstschool.org.uk and The Cultures of Thinking - http://www.ronritchhart.com/COT_Resources.html
Tracie and Julia
Term 4 Research new information to support our role in classes
Activity Responsibility Date/Time Comment
Personal Development Plan Review – create a format for interviews with teachers that aligns with Visible Learning
Kenn Lydiard, Gail Rosemond and Anne Saunders
Term 4 Consistency of interviews to help teachers progress with their learning of new strategies and techniques as well as personal goals for improvement.
Pedagogical Framework Review – Update our framework to cover new pathways in Visible Learning and agreed practices.
Admin team
Term 4 Use the old framework and edit, delete and rearrange to match our planning processes.
Visible Learning at Currumbin Folders – Gather pages for staff folders to be given by the end of term
Tracie and Julia
Term 4 Create a common header and footer
Visible Learning action planning
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Return to Top
Formative assessment
Pedagogical framework
Year level information
Quick find
Year level Assessment guidelines
Gather relevant pages in consultation with teachers
Buy folders
Tania and Sue to set up folders
Curriculum Audit- discuss the 7 strategic direction criteria and align to Visible Learning classes. Establish what we need to achieve.
Admin Team
Week 4, Term 4 All admin staff to review the audit criteria Document changes, set goals and allocate jobs to staff
Create One School Quick Find
Tracie and Julia
End of Year Gather pages to make a quick guide booklet for staff Use One School help
Agreed Practices
Tracie and Julia
Pupil Free day 21st October
Use template for discussion and embed the Big 6 of Reading and Maths into pedagogical framework
Activity Responsibility Date/Time Comment
Geography PD- introduce C2C geography for 2014 Tracie and Julia Pupil Free day 21st October
Review HOC information
Allocate jobs
Planning Days for 2014 Admin Team Gail Rosemond
Term 4
Discuss format for planning days using the unpacking flowchart, pre- assessment and differentiation placemat Gail to develop the timetable
Staff Meeting Cycle Term 4 and 2014 Admin Team Week 1 Term 4 Review the topics
Data Discussion- NAPLAN
Admin Team and Staff Meeting Tracie Heaton
Week 1 Term 4
How will moderation fit into staff meetings, format and protocols, entering data on One school, give staff feedback on last discussion- Tracie
Visible Learningplus
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NAPLAN STRATEGIC PLAN 2014
The highest priority communicated to the school community by the leadership team is for the improvement of student performance in literacy and numeracy. The school vision for 2014 supports an agenda of change with an unrelenting focus on improvement. The leadership team is developing a culture in the school in which everyone develops a resolve to focus and deliver on achieving high performance. At Currumbin Primary School our NAPLAN whole school priorities focus on the lifting of standards of every individual student but primarily in 2014 on moving students forward using formative assessment strategies and techniques.
NAPLAN Preparation
Performance in NAPLAN is influenced by many factors, in which good teaching practice and pedagogy builds on. When teachers take a non-deficit approach to underperformance recognising that students have different starting points, whilst bringing a wide range of differentiation strategies and resources to the classroom to cater for the diverse needs, learning outcomes improve for all students. The best preparation we can provide for students is the provision of the Australian Curriculum and the modification and adaption of C2C units as NAPLAN reflects the core elements of this curriculum. Test taking is a genre that students need to learn. We need to help children be familiar with test formats by planning to administer tests at certain times of the year. Previous NAPLAN tests can be used to ensure students are familiar with the format, language, question response types, test-taking conditions and skills as well as time constraints before they sit the tests.
NAPLAN Action Plan Term One
Timeline Actions SFD Year level team planning based on current school data.
Throughout year
Teachers use current data to provide explicit teaching.
Explicit teaching experiences for Reading, Language Conventions (spelling and punctuation), Writing (writing skills) and Numeracy are targeted from data analysis of practice tests.
Differentiated, targeted teaching using formative assessment techniques provided through teacher aide literacy intervention model, team teaching, flexible learning structures and SER differentiation planner.
STLaN to provide extension and intervention support strategies and resources.
C2C units implemented taking into account test preparation.
Teachers provide the groundwork to ensure students are prepared for the test and have practiced Test Conditions and Test Response Formats.
Early in the term
Administer NAPLAN practice tests as a pre assessment tool.
Teachers begin data analysis process by administering tests and inputting data using Excel spreadsheets and the SER differentiation planner.
Year level data team meetings to inform planning and teaching.
Whole class explicit teaching and small group targeted teaching using formative assessment strategies and techniques.
Mid - end of term
Teachers explicitly revise Test Conditions and Test Response Formats.
Use the Metro Numeracy Team: 20 Questions Edstudio (Studio key S6414622) to teach cohort gaps in Numeracy focusing on Problem Solving.
Term Two Timeline Actions
Lead up Finalise test administration arrangements.
Test books checked, counted and stored securely.
Posters covered on walls.
Week 4 Teachers collect test booklets from Principal’s office on the morning of the test.
Tests administered by classroom teachers according to conditions in the NAPLAN Handbook, assistance by aides, HOC’s and STLaN where necessary.
Testbooks are collected, checked and stored securely immediately following each test.
Absent students are caught up in the two catch up days, ending on Friday.
Throughout the term
Teachers continue to use current data and formative assessment techniques to move learning forward.
End of term Year level planning based on current student data.
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Term Three
Timeline Actions Throughout year
Teachers use current data to provide explicit teaching.
Explicit teaching experiences for Reading, Language Conventions (spelling and punctuation), Writing (writing skills) and Numeracy.
Differentiated, targeted teaching using formative assessment techniques through teacher aide literacy intervention model, team teaching, flexible learning structures and SER differentiation planner.
STLaN to provide extension and intervention support strategies and resources.
C2C units implemented while teachers continue to provide opportunities to practice Test Conditions and Test Response Formats.
End of term Mixed sector meetings and mixed year level planning based on target areas stemming from current student data.
Term Four Timeline Actions Week 1 Ensure student reports have been received.
NAPLAN students reports sent home to parents
.Test Reporting Handbooks received.
Question Analysis and Teaching Opportunities Report compiled by HOC’s
Week 2 Staff meeting : data analysis on NAPLAN data, including relative gain.
Mixed sector meetings and mixed year level planning based on target areas stemming from current student data.
Data compared with previous years – trends, strengths, weaknesses identified.
Review school improvement targets.
Throughout the term
Teachers continue to use current data to provide whole class and explicit teaching experiences.
End of term Teachers receive One School data profile on next year’s students.
NAPLAN Preparation Materials
NAPLAN - http://www.nap.edu.au/NAPLAN/School_support/index.html
QSA Website - www.qsa.qld.edu.au Select Prep-Year 10 >NAPLAN (3, 5, 7)
These materials are designed to help teachers and students understand and experience the types of responses required in the tests. Test preparation materials may also be used to provide students with the opportunity to work under test conditions before the tests. Students should be shown the sample questions and told that these questions do not reflect the range of curriculum content of the actual tests. For the sample test questions to be effective, they should be given to students close to the testing week. Teachers should take as much time as necessary for students to become familiar with the response formats.
Preparing for the Literacy Tests Implications for Teaching
Language Conventions • Give students proofreading tasks with a range of misspelled words and incorrect grammar and punctuation.
• Tasks should include both identified and non-identified spelling errors, starting with easy words and progressing to more difficult ones.
• Make sure students know that they should write the spelling words in the spaces provided.
• Tell students that they must erase any errors carefully and completely so the scanner can clearly pick up the response they intended.
Spelling Consult the QSA NAPLAN page : http://www.qsa.qld.edu.au/8017.html
Read the document Describing Spelling Items : http://www.qsa.qld.edu.au/downloads/p_10/3579_describing_spell_items.pdf
Pay particular attention to the doubling conventions when adding inflected endings and in syllables.
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Teach conventions for adding suffixes (e.g. -able, -ible).
Use strategies such as vocabulary notebooks, Tier 2 words and word sorts.
For C2C resources to support the teaching of spelling go to:
Curriculum into the classroom (C2C) — One Portal Home Page access C2C English > Curriculum into the classroom (C2C) — Spelling P–10
Grammar Focus on the difference between oral and written grammar.
Use the ACARA English Scope and Sequence > Language - Expressing and Developing Ideas –
http://www.australiancurriculum.edu.au/Australian%20Curriculum.pdf?Type=0&a=E&e=ScopeAndSequence
Punctuation
Teach the sentence boundary punctuation and insist on its use.
Revisit this as the complexity of sentences develops.
Teach apostrophes of possession and contractions.
Use the ACARA English Scope and Sequence > Language – Text Structure and Organisation –
http://www.australiancurriculum.edu.au/Australian%20Curriculum.pdf?Type=0&a=E&e=ScopeAndSequence
Writing Teach the English C2C units
Review the NAPLAN Teaching section of the QSA website.
Access sample tasks through www.nap.edu.au.
To build endurance for demand writing tasks, engage students in short, uninterrupted, silent writing time about a given stimulus. Encourage them to get started quickly and write without interruption.
Students should develop a sense of what they need to do in 40 minutes. Discuss the purpose of each stage. Have a timer available and show them how to break the time into chunks:
5 minutes – Planning
30 minutes – Writing
5 minutes – Editing Show students how to interpret a variety of stimulus topics using specialised and technical vocabulary. Ideas for stimuli may include a picture, music, visual prompt or sentence starter. Model, discuss and allow students to plan their writing before they begin. Provide a common graphic organiser to help plan cohesive paragraphs. Discuss possible audiences. When ready, provide students with opportunities to independently complete the demand writing task from a range of stimulus topics. Collect, mark and give students specific, meaningful feedback on their strengths and weaknesses. Address this through whole class, small group and individual target teaching to cater for needs. Encourage students to do a good first draft, but write legibly. Scripts that are too faint to read or are written in very small handwriting are difficult to mark. Tell students the markers know they are assessing a first draft, and that there is no penalty for crossing out or using other drafting techniques. Build a nose for quality and discuss student samples with the class and improve on them in whole class shared lessons using the marking guide.
Reading • Teach the English C2C units and utilize the literacy intervention model in Yrs 1-3. Explicit teaching of Sheena Cameron strategies, QAR and a variety of text types during Guided Reading sessions. Question-Answer Relationships (QAR) Strategy The QAR Strategy is an agreed practice at Currumbin Primary School and taught from Year 1 to Year 7. It gives students a framework for classifying questions and knowing ‘how’ to answer them.
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It outlines 4 question types which each have a specific purpose and process. How to Answer Questions The following process provides students with a common set of steps for any task requiring them to answer questions. It is particularly helpful for the NAPLAN Reading test and helps students to quickly identify which of the 4 QAR question types and how best to answer them. The process is modelled by the class teacher and practiced regularly using ‘I Do, We Do, You Do.’
1. Skim and scan the whole text (i.e. NAPLAN Reading Magazine) and look at the features of the texts.
2. Identify the text names and purpose. (e.g. It has headings, topic-specific information and a photo. It could be an information report).Get an idea of the number and complexity of texts.
3. Go to the first question (or set of questions) and have the corresponding text ready.
4. Read the whole question including multiple choice answers if relevant.
5. Quickly identify the QAR question type to determine HOW to answer it.
6. Use the text to locate the answer (for In the Text questions) or work out the best answer (for In my Head
questions).
7. Reread the question to confirm and check the answer, and then answer the question. * It is helpful to teach students to read the entire text before attempting to answer the related questions, however for the purpose of the NAPLAN Reading test, this may use up a lot of time. This process helps to develop the skills of:
scanning & skimming
locating key words
identifying important facts and details
predicting
making connections
making inferences
visualising
recognising cause & effect
recognising fact & opinion
comparing & contrasting
summarising
drawing conclusions
Numeracy Explicit teaching of the relationship between addition and subtraction would assist with missing addend problems.
Explicit teaching of problems with more than one-step.
Utilising the POLYA 4 stage model and the Currumbin Agreed Practice of thinkboards.
Explicit subtraction and decomposition as a strategy
Relating addition and subtraction with addend problems
Extend more mathematically able students with non-routine problems that use knowledge and skills from all strands of Numeracy – investigations
The highest percentage of omits in the NAPLAN test in 2013 were on the calculator response.
Calculator work to use all functions particularly square root of a 3 digit number or perimeter of a square given the area needs to be revised.
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ICT Plan for 2014
The school presently has:
A secure hardwired network (Managed Internet Service; MIS)
A secure wireless network (MIS).
Data projectors in each classroom
C4T’s
Library computers
Media Centre with blue screen
10 iPad Mini’s for borrowing for media units
Class sets of laptops on Year 7 & composite classes
Year level sets of laptops (aim for 14 per year level) in 6 (29 laptops),5,&4. They can be used for any Units of work, planned and shared by teachers in the year level.
PC’s in most classrooms, at the ‘back’ of the room, as backups to use when needed.
Tablet Computers from Year 2 to 6. Each student should have brought one from home.
About 80 ChildPad tablets available for borrowing through the library by teachers for students
XO tablet/laptops for PREP & Year 1.
iPads for students with special needs.
We use:
C4T’s linked on-line through MIS to deliver Curriculum to Classroom (C2C) at classroom level, primarily through data projectors linked to C4T’s, to provide classroom access to ICT environments.
Two computer ‘labs’, Classroom PC’s, laptops, and student tablets to provide individual access for students to networked ICT environments (multimedia, Learning Place etc)
OneSchool, emails, OnePortal, OneNote, & the Learning Place (EdStudio etc).
Licenced versions of Bug Club & Maths On-Line.
SpellingCity and other generically available freeware
Websites
School Website & Facebook to deliver curriculum to students and communicate internally, departmentally, and to the wider community.
Students:
We no longer have a curriculum ‘learning program’ for students and staff. ICT’s have gone well beyond teaching students how to use a particular program or computer format to represent information or make presentations in an alternative format to paper. We, as teachers, have the challenge in some instances of keeping up with what a 4 year old considers as ordinary in life as toilets, water and electricity. The emphasis of ICT implementation in class and individually should be to engage students in relevant curriculum areas in appropriate and planned/organised ways to enable them to learn in a 21st century environment. ICTs should capably allow students, by the end of 2014, to be more self-paced and access their education programs and progress on-line using affordable and robust existing PC & laptop computers, and tablet type computers.
Staff:
Hardware maintenence:
Teacher Aides for 3 ½ days a week.
Technician. Two days a week.
Teacher Aide support to change passwords and connections laptops & tablets where needed. Curriculum implementation:
HOC(s) for C2C curriculum planning and ICT integration
STLaN for differentiated ICT based curriculum assistance for teachers
Plan for 2014:
Differentiation Support Teacher Role.
Student tablets are about mid 2012 technology and nowadays not considered ‘the best’. Consequently: o Expectations for tablet use must be tempered by tablet limitations (eg, no forward facing camera) o Recommendations for the type of tablet computer suitable for use at school should be updated regularly on the website
and Facebook.
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The new Year 2 student tablets will require initial set-up for classroom use and teacher planning to more capably use them in C2C units of work. HOCs & STLaN will become involved once tablets are set up for use.
Connecting to the wireless network will be a primary issue. A focus will be on ensuring connectivity. Technical support will be engaged as needed to ensure connectivity.
Identifying, loading and using appropriate apps in timely and effective ways. Teachers & STLaN have primary responsibility for identification and C2C integration. Technical support will manage app installation.
Buying and installing new LCD data projectors to improve daylight viewing of on-line delivered content. Deputy Principal to facilitate completion of this project.
Password changing on tablets will be managed by routine teacher aide and student processes
Staff continuing to access and use C2C units, the school digital library, and The Learning Place to: o Teach appropriate curriculum & o Develop personally & professionally
Students becoming more familiar with and comfortably able to use ICTs to communicate and learn in relevant ways to enhance the classroom learning experience.
A new website and integrated communication system should be developed in 2014. This should take account of existing communication technologies and ‘target groups’ (eg: students, teachers, parents and the wider community). Investigate a possible single point app to access information/communication.
Role of Differentiation Support Teacher
What How Outcomes
ICT Development and Support – improve teacher capabilities with integrating ICTs into class room practise - sourcing appropriate digital technologies to extend and support learning of D/AB students
Childpad – check aps for each year level and unit – suggest ideas for use * Pretest- post test for aps * what products will teachers see. How will teachers know the aps are an effective way to differentiate the curriculum Online programs Maths on line * groupings * using curriculum and assessment tools – formative assessment Spelling City
* Overview of suggested aps/use for each unit available for each year level – all classes to use Childpads to support learning MOL – groups set up on Year levels 2-6 MOL curriculum documents aligned to C2C units – differentiated for D/AB students- target differentiation across 4 layers Year level to supply levelled spelling lists – uploaded to Spelling City so that children can access levelled lists and activities.
Extension Programs (students) - engage targeted students in extra –curricular activities
Identify students 2013 through long term data from Class Dashboard for extension. At beginning of 2014, highlight these students with class teachers and suggest ways these students could be engaged in extra programs.
Online literature Festival – withdraw students for writing project
Write for fun projects
Tournament of Minds
Project 600
Speech Makers
Debating
National competitions in Science/Maths
Children’s club- chess? Science club?
Teacher awareness of identified students – begin dialogue with teachers about supporting students and withdrawing for special programs
AB Student participation in online writing projects – some withdrawal from class to give students support and time to participate in .writing projects
TOM – school team entered in competition
Identified B/C students participate in Project 600
Speech makers – whole school participation – raise profile of competition so all teachers encourage whole class participation - leading to school finalist
Student teams coached and entered in competition
Students entered in comps – build student efficacy/goal setting
Differentiation Placemat (With HOC) Collaboration with Teachers to decide differentiation categories Provide appropriate targeted resources
Differentiation/Pre-Unit placement- work with teachers on Planning day to – learner centred planning * plan for multiple routes for student achievement * Plan for resources -
* adapt pedagogy to suit student needs
Whole class Pre assessment – levels of support and varied pathways identified Year level plan for differentiation for unit - including scaffolded and open ended tasks – IT – digital technologies Resources available including materials at a range of reading levels and materials that address various learning modalities. Daily 5 – literacy/numeracy model Flexible groupings – coach teachers in simple group rotation
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Enrichment of High Achieving Students & P-3 Intervention Plan
Currumbin’s plan for the Curriculum Extension of all students Situation:
G&T provision is individual in nature, and most often evident in arts curriculum program activities; graphic art, debating, music, H&PE, sports being examples.
Extension activities have focused on competition, generally maths, science, or Tournament of the Minds type activities which exist independent of an inclusive school wide organisational framework or class curriculum.
Individual extension in Maths / English KLA areas have been individual, with the quality of the program dependent on the particular student/teacher relationship.
1. Our U2B results in report cards and NAPLAN are an area for improvement. 2. A G&T identification and educational provision process is an expectation. 3. The school community expects our school to have a visible program and activities which caters for G&T students and high
achievers.
4. Visible enrichment/excellence programs in a school changes the attitudes and expectations of families, students and staff in the school community. These programs would by default include ‘extension/G&T’ provision for identified students.
Mission:
1. To implement processes which allow for the identification and provision of enrichment programs to student groups and individuals based on recognised achievements and ability (report card/NAPLAN results, performance measures, IQ tests and the like)
2. To have extension/G&T programs and the process for providing them evident.
3. To have identified and advertised programs available to high achieving students who live outside our EMP locality.
Execution:
1. The Deputy Principal (Special Needs) will implement G&T identification testing and identification procedures through existing departmental processes.
2. The school will offer Enrichment Programs in 2014, across the school, particularly for: a. Composite classes, where A/B/C students who can work independently & interdependently are already grouped. b. An identified class in each year level for those without composite classes from 2015.
(These programs will by default include ‘extension/G&T’ provision for identified students)
3. Complimentary Enrichment Programs will be available in: a. The Arts, particularly music specialist program (strings & percussion) b. H&PE, particularly invitational training and competition c. Music, particularly performance choir, dance, and visual & dramatic arts where volunteer staff or volunteers can coach
identified students to perform d. Preparation for and participation in education based competitions, including for example:
i. Eisteddfods ii. Speechmakers
iii. Debating iv. Dance/Performance (eg PBC musical accompaniment) v. Maths challenges
vi. Academic Festivals (literature, science…..)
4. An Enrichment Classroom Program environment will be evident when: a. Teachers and students interact during the teaching sequence of C2C & b. Teachers and students engage in learning
5. Formative Assessment processes, particularly prior assessment to establish what students already know about a particular KLA
Unit, should underpin and inform program implementation.
Administration:
1. The Principal will: a. Establish and publish a school G&T Enrichment policy and philosophy to the school community in the context of the 2014
Enrichment Program.
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b. Coordinate the direction of, resourcing, and implementation of identified enrichment programs. Resource allocation will be philosophically equitable rather than equal.
c. Determine the direction of the enrichment program, based on data and other expectations (department, community, student achievement) in August 2014.
2. A Deputy Principal will: a. Facilitate the implementation of the enrichment programs, and provide timely reports to the Principal on program
progress, adjustments made, and student achievement. b. Provide a report of the programs achievements to the Principal in July 2014.
3. The Deputy Principal (Special Needs) will:
a. Coordinate departmental process to ensure G&T students are identified and an Individual Learning Plan (ILP) is implemented for them within the enrichment program process.
b. Work with staff to eventually implement the Differentiation Placement in classes.
4. HOC(s), STL&N, GO and associated staff will actively work with and support enrichment classes. This will include differentiated access to resources where appropriate.
5. Enrichment class teachers will provide an enriched program to their students: a. By interacting with students during the teaching sequence of C2C b. By engaging with students in learning c. to Extend their academic achievement d. to Develop their problem solving strategies and capacity e. to Model and set goals and personal targets f. and Expect high achievement in areas of high ability.
6. All class teachers will be encouraged to join in the Enrichment philosophical approach to education program provision through:
a. Implementing curriculum adjustments according to the Differentiation Placemat process. b. Attending meetings of the Enrichment Class teachers to contribute to and in some instances adjust their class programs
on the basis of forward planning and review of enrichment programs. c. Expecting their students to set and aim to achieve personal academic goals in class.
Communication:
1. The Principal line manages resources and staffing to achieve the intent of the G&T Enrichment policy through: a. Weekly administration team meetings. b. Allocation of responsibilities to Deputy Principals to manage the implementation of aspects of the policy (resourcing,
identification, program provision, department record keeping…..) c. Enrichment Team (class & specialist teachers) meetings each month to coordinate programs and address emerging issues. d. ICT (OnePortal, Ed studios, OneNote and emails) will form the record keeping and program development components of
the programs. Other communication will be interpersonal and informal as required. Return to Top
