School plan 2016 - Home - Narooma Public School PBL and strategies into the school to enhance our Student Welfare Policy SWWB Target Team to form a PBL committee to commence

| [Narooma Public School - 2758

School plan 2016

Implementation and internal progress monitoring Narooma Public School - 2758

| Narooma Public School - 2758 01

Strategic direction 1: Student Welfare & Well-Being.

Project leaders: Jacqueline Murtagh (AP) & Paul Sweeney (P) Off track Implementation delayed On track

2016 TERM 1 TERM 2 TERM 3 TERM 4

PROCESS MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM

Implement PBL and strategies into the school to enhance our Student Welfare Policy

SWWB Target Team to form a PBL committee to commence implementation of the program.

Liaise with Murray Walpole in regards to requirements of the program

Committee formed with at least 80% of staff committed to the program and its content.

SWWB Target Team to provide TPL to staff in regards to PBL

Commence implementation of the PBL with strategies identified


Review data to determine future direction both short term and long term.


Continue implementation of the PBL with strategies identified


Review data to determine future direction both short term and long term.


Continue implementation of the PBL with strategies identified


A consistent Behavioural system in place and evident K-6

Continue to ensure we are providing best practices and delivery of the Student Award policy.

Team Leaders to establish a consistent procedure for monitoring awards with their stages.

Award receivers to be published in the Narooma Happenings

Review and modification of award system to ensure consistency of approach.


Student Welfare & Well-Being Target Team to monitor procedures for distribution of awards.


Student Welfare & Well-Being Target Team to provide feedback regarding effectiveness of award policy.


Student Welfare & Well-Being Target Team to monitor procedures for distribution of awards.


Student Welfare & Well-Being Target Team to provide feedback regarding effectiveness of award policy.


Survey parents and stakeholders regarding the effectiveness of the award system.


A consistent and equitable award system is evident K-6.

Award receivers to be published in the Narooma Happenings and Presentation Day

To improve and support the learning outcomes for all identified students

Identified children receiving a range of targeted interventions such as ‘Minilit’ ‘Multilit’ ‘Fast ForWords’ ‘TEN’ ‘Language Program’ ESL etc.

Review of Term 1 programs to monitor progress.

Continued implementation of targeted programs


Continuation of ongoing students to receive targeted intervention




Documented growth in Literacy and Numeracy for students receiving targeted interventions


Evaluation

Evaluation processes and assessing the impact

SW&WB T/T to meet and monitor impact and effectiveness



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SW&WB T/T to provide feedback and recommendations for 2017.

Resources

Monitoring efficient and effective use of resources

Sentral Well-being and Attendance Package - $1,500

Purchase of certificates, Banners and Trophies - $3,000

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Strategic direction 2: Equity and Engagement

Project leaders: Jaci Murphy (AP) & Paul Sweeney (P) Off track Implementation delayed On track



Improve the learning outcomes for Aboriginal students.

PLPs developed for all ATSI students.

Personal Performance plans developed for ATSI students who are below grade expectations

Develop and begin implementation of program to support ATSI students in Literacy and Numeracy

Review of Term 1 assessments to monitor progress / modification of original Performance Plan

Ongoing evaluation in line with Norta Norta guidelines in consultation with the LAST.

Ongoing implementation of the Performance Plan in consultation with Team Leaders

Review of PLP with relevant stakeholders – new goals set for Semester 2.



Ongoing implementation of the IEP in consultation with Team Leaders



Review of PLP with relevant stakeholders.

Ongoing implementation of the Performance Plans in consultation with Team Leaders

Report provided to Dept. of Ed regarding ATSI results.

Documented growth evident in Literacy and Numeracy skills for all ATSI students

Reduce the number of unexplained absences in regards to our Attendance strategy

Inservice the teachers in utilising the Sentral system to identify children with unexplained absences to their team leader.

Review effectiveness of the classroom identification system.

Identify children for targeted attendance program.

Monitoring targeted group of children.

Ongoing identification of children with unexplained absences.

Review and compare statistics with last year’s Semester data and current Term 1 data.



Review effectiveness of the classroom identification system.



A reduction of unexplained absences. Target in 2016 is 15%. 2015 – 21.8% (1936 out of 8875) 2014 – 35.5% (2510 out of 7068)

Identification of students in ES1 and S1 with language and speech delay

All identified students to access language and articulation program designed by Speech Pathologist.

Teachers to receive inservicing of strategies by Speech Pathologist.

Programs developed and implemented for identified children by SLSOs

Ongoing identification throughout the year when students are discontinued from the program and new cohort identified.





Evaluation of programs to determine the effectiveness and continuation of program in 2017


Evaluation


E&E T/T to meet and monitor impact and effectiveness



.

E&E T/T to provide feedback and recommendations for 2017.

Resources


Norta-Norta funding - $2,390

Aboriginal Funding RAM - $13,000

Community sourced funding - $12,000

English Language Proficiency Funding - $3,650

Ongoing utilisation of funding






Resources effectively utilised to implement processes.


Strategic direction 3: Curriculum and Assessment

Project leaders: Helen Stebbing (AP), Relieving Assistant & Paul Sweeney (P) Off track Implementation delayed On track



Implementation of principles of Higher Order Working K-6

HOW2LEARN team to provide TPL to all staff on fixed and growth mindsets

Review of teacher trialling of mindset techniques in classrooms

HOW2LEARN team to provide TPL to all staff on ‘Challenge of learning’

Review of teacher trialling of learning challenge techniques in classrooms

HOW2LEARN team to provide TPL on ‘Learning intentions and success criteria’

Review of teacher trialling of learning intentions and use of success criteria.

HOW2LEARN team to provide TPL to all staff on ‘Quality feedback and evaluating data’

K-6 teachers using HOW2LEARN strategies in planning for teaching and learning activities

Literacy

Improvement of reading and comprehension skills /results K-6 and in particular, inferencing

Implementation of Synthetic Phonics approach to teaching literacy K-3

Staff TPL review of reading strategies (‘Comprehension Strategies’)

Training of staff in Synthetic Phonics approach to teaching literacy (Round 1)

Review of student reading and comprehension progress using MultiLit and literacy continuum data.

Review of teacher classroom practice in regard to implementation of synthetic phonics in literacy groups

(teacher survey, discussions/coaching with Curriculum Coordinator)

Continued implementation of Synthetic Phonics approach to teaching literacy K-3

Training of staff in Synthetic Phonics approach to teaching literacy (Round 2)

Review of student reading and comprehension progress using MultiLit and literacy continuum data




Review of student reading and comprehension progress using MultiLit, NAPLAN and literacy continuum data.




Reading and comprehension levels analysed in relation to 2015 data, looking at value added results.

Review of teacher classroom practice/ recommendations for 2017 in regard to implementation of synthetic phonics in literacy groups (teacher survey, discussions with Curr. Coordinator)

Improved student results in reading.

Literacy

Improvement of writing skills/results K-6.

Staff TPL “Writing in the Middle Years’ – Module 2 delivered by school team.

Trialling of system to facilitate classroom observations of effective practice in literacy teaching, with special emphasis on writing.

Review of ‘Writing in the Middle Years’, Module 2 strategies used in classrooms.

Moderation of student work samples, across grades, using new rubrics.

Staff TPL ‘Writing in the Middle Years’ – Module 3 delivered by school team.

*Continuation of trialling of system to facilitate classroom observations of effective practice in literacy teaching, with special emphasis on writing.

Review of ‘Writing in the Middle Years’ Module 3 strategies used in classrooms.

Moderation of student work samples using new rubrics.

*Staff collegial observation and feedback program implemented to support best practice in the teaching of writing.

Staff TPL ‘Writing in the Middle Years’ – sharing of staff expertise and best classroom practice

Moderation of student samples using new rubrics.

Analysis of internal and external data re student results in writing.

Continued staff collegial observation and feedback program implemented to support best practice in the teaching of writing.

Moderation of student work samples using new rubrics.

Analysis of teaching and learning programs for writing.

Analysis of internal data re student results in writing.

Annual Milestone:

Improvement in results for writing for students K-6


Writing rubrics updated to reflect Term targets (instead of Semester targets) in line with literacy continuum.

History and Geography – implementation of new K-6 syllabuses

Staff TPL “Historical Inquiry” – delivered by Curr. Coordinator

Development and implementation of new History units K-6 using inquiry approach and new syllabus requirements.

Trialling of summative assessments in History Units

Resources purchased/sourced to support effective implementation of History syllabus

Review of Historical Inquiry assessment tasks

Curriculum Coord. Training in ‘Geographic Inquiry”

Resources purchased/sourced to support effect implementation of Geography syllabus

Staff TPL “Geographic Inquiry” – delivered by Curr. Coordinator.

Development of new Geography units K-6 using inquiry approach and new syllabus requirements.

Continued development and implementation of new Geography units K-6 using inquiry approach and new syllabus requirements.

Review of Geographic Inquiry assessment tasks trialled to date.

Annual Milestone:

Implementation of History and Geog. units of work K-6 with effective assessment strategies embedded

Evaluation


C&A T/T to meet and monitor impact and effectiveness



C&A T/T to provide feedback and recommendations for 2017.

Resources


0.8 Curriculum Co-ordinator – $50,000

Location - $76,251

TPL - $23,854







Resources effectively utilised to implement processes.


Key funding initiatives – progress monitoring of initiatives, impact and resources

Project leaders: Jaci Murphy, Helen Stebbing, Jacky Murtagh, relieving AP (APs) & Paul Sweeney (P) Off track Implementation delayed On track


KEY INITIATIVES MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM

1. Aboriginal background funding

Improve the learning outcomes for Aboriginal students by utilising ‘Norta-Norta’ & RAM funding.

Provide monetary assistance for Aboriginal students to access the curriculum.

Provide SLSO to work with CRTs to develop and implement programs to improve outcomes in Literacy and Numeracy













Documented growth evident in Literacy and Numeracy skills for all ATSI students


Executive Team to meet and monitor impact and effectiveness of program.



. Executive Team to meet and monitor impact and effectiveness of program.

Resources Aboriginal Background RAM $13,000 – 2016 + $4,122.50 – 2015 = $17,122.50 Norta Norta $2,390

(+ $9,880 from Location Allocation)

$2,000 from Equity For Assistance Program

$2,000 assigned to assist Aboriginal Students

$29,500 assigned for ATSI SLSO to work with Aboriginal Students

Executive Team to meet and monitor impact and effectiveness of the resources.





2.English language proficiency funding

Improve the learning outcomes for EAL/D students by utilising RAM funding.

Design and implement a needs based program with each identified child for Term 1

Implement and assessment the effectiveness of the needs based program with each identified child.






Students assisted to access the curriculum irrespective of their language needs.






Resources

English Language Proficiency $3,650.00 – 2016 + $1,800.00 – 2015 = $5,450.00

0.2 Staffing entitlement in Semester 1 to work with EAL/D children




$5,450.00 to be utilised to support the EAL/D teacher continue the role after Term 3 until the money ends





3. Socio-economic background funding

Improve the learning outcomes for Low Socio-Economic students by utilising RAM funding

Utilise funds to subsidise the costs of activities / excursions and performances for children. i.e. Dance Fever

Provide Student Assistance fund for individual requests.

SLSOs – See Point 4.



















To ensure all children have access to the curriculum irrespective of socio-economic status




Executive Team to meet and monitor impact and effectiveness of program


Resources Socio-Economic Equity Flexible Funding $38,054.00 2016 + $14,500.00 2015 = $52,554.00 SLSO’s $6,083 – Janine $16,128 – Craig $9,216 - Christine Student Assistance Funds $2,000.00 Curriculum Access Funds $10,000.00 $9127 – Michelle Music

Executive Team to meet and monitor impact and effectiveness of the resources





4. Low level adjustment for disability funding +

Integration Funding Support

Improve the learning outcomes students with low level disabilities & Integration students by utilising RAM funding

LASTs to work with identified children not meeting stage benchmarks

SLSOs to implement intervention programs in consultation with CRTs to assist children.

Implement Fast For Word program accessing the Community Source funds.



















To ensure all children to access the curriculum irrespective of socio-economic status






Resources Learning & Support – Flexible Funding $37,405.00

Staffing Entitlement 1.1

Low Level Disability Funds $27,360 – Annette $10,045 - Janine

Community Source $12,000

$37,405.00 assigned for SLSO and outside agencies such as Speech pathologist to work with identified students

Full time LAST to work with students.

0.1 LAST to work with students.











5. Continuation of a 0.8 School Based Curriculum Coordinator Role

Improve the learning outcomes students with by the development of Quality Programs & upskilling staff, utilising the RAM funding

Curriculum Coordinator to develop and implement Quality Teaching Programs / Scope & Sequences / Assessment schedules and resources.

Monitor and evaluate the implementation of the Literacy and Numeracy curriculums / continuums.

Design and implement assessment strategies and provide TPL for teachers to implement these National Curriculums into their classrooms.



Design and implement assessment strategies and provide TPL for teachers to implement these National Curriculums into their classrooms






Design and implement assessment strategies and provide TPL for teachers to implement these National Curriculums into their classrooms.










To ensure all staff and children to access the curriculum and that Quality Teaching and Best Practices are evident in each classroom within the school






Resources $48,991.72 - $48,991.72 From Location Allocation Funding








6. Location Allocation Funding

Improve the learning outcomes students with by the development of Quality Programs, upskilling staff & updating infrastructure utilising the RAM funding

Aboriginal SLSO role as Point 1 above

Curriculum Coordinator role as Point 5 above

Utilise funds to complement P&C funds to purchase a music teachers for students K-6.



















To ensure all staff and children can access a quality curriculum, have access to quality programs, utilising quality resources and infrastructure.






Resources - $76,251.00 Aboriginal SLSO - $9,880.00 Curriculum Coordinator Role - $48,991.72

Music Teacher Funds - $17,379.28





Documents

School plan 2016 - Home - Narooma Public School PBL and strategies into the school to enhance our Student Welfare Policy SWWB Target Team to form a PBL committee to commence