Mount Isa State Special School
Key priorities for 2012
· ACARA – implementation and pre-intentional learners
· SWPBS
· Hospital/School Partnership
· QCIA/Post School Options
The staff at Mount Isa Special School are working as a team to continue to develop an outstanding performing, inclusive school by creating a dynamic and innovative environment driven by School Wide Positive Behavioural Support Systems and ICT’s. Student learning is maximised enabling students to reach their full potential by offering differentiated and individualised programs.
People at all levels of the organisation are engaged in the learning process by creating a culture of inquiry. “Delivering Improved Student Outcomes through People” will enable team members to establish a relationship to the Region’s Action Plan. The Developing Performance Framework will be a means to support all team members to continue their life-long learning to extend their expertise and to raise the bar in order to set new standards.
ACARA will be a key focus this year as we begin to implement a new curriculum. The staff at Mount Isa State Special School are vision driven and use data to inform their teaching.
Financial Statement attached including;
· The Annual Financial Report 2011T
· The Budget Overview Report for 2012
CertificationThis 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
School Curriculum
School priorities / Actions / Measures / Other
INCLUDING (as appropriate):
Key priorities from the School Plan
· ACARA implementation
· Pre-intentional learners
· QCIA & Post school options
System priorities:
· Implement the Australian Curriculum
· Develop whole-school curriculum, assessment and reporting plan
Core learning priorities:
· Reading
· Writing including spelling, grammar & punctuation
· Numeracy
· Science
· Retention, attainment and transitions at key junctures of schooling
· Closing the gap actions
o Literacy
o Numeracy
o Attendance & Retention
o Student Engagement / Implement ACARA English, Maths & Science for all students equivalent to Grades Prep – 10.
Two students (both indigenous) will participate in QCATS in 2012.
QCIA – 75% of QCIA students (33% Indigenous) to participate in Scrapbooking/Card making – this will include a literacy/numeracy component and selling of finished product.
Plan excursions around curriculum to enhance student engagement – link with Townsville Community Games.
Use VELS Curriculum for the pre-intentional learners whilst we await the Foundation to Prep documentation from ACARA. All pre-intentional students will be tracked on Brigance Scale and VELS.
Continue to implement SET planning for all students in Grade 10 equivalent.
Explore Path planning for middle school students.
One senior student (Indigenous) to attend TAFE one day per week – working towards Cert 1 in Construction.
Three senior students (one Indigenous) to attend work experience through Isa Skills.
Implement the next stage of SWPBS this year – Lead teacher to participate in SWPBS conference and to be released 0.1 FTE to collate data and ensure smooth running of program. Release time for staff to complete Risk Assessments and follow up on Team Teach. / A-E reporting scale
Moderation with other special schools
Pat M & Pat R
PM Readers
Brigance Scale & VELS – improvement of 10% in all areas of development
100% of eligible students to have a workable SET plan
100% of eligible students to attend work experience placements
Reduced behaviour issues recorded on OneSchool
SOS
Feedback
Retention of students and staff
Improved Attendance / QCIA & Post School Options - $9000
QCIA – Scrapbooking - $1000
ACARA – English, Science & Maths resources $12000
Pre-intentional - $5000
Access to DET Transition officer to assist with post school options
$10000 – mural, cost of release – Professional Development i.e. flights etc.
Teaching Practice
School priorities / Actions / Measures / Other
INCLUDING (as appropriate):
Key priorities from the School Plan
· ICT’s
· Reading program
· Science program
System priorities:
· Implement the Australian Curriculum
· Develop whole-school curriculum, assessment and reporting plan
Core learning priorities:
· Reading
· Writing inc spelling, grammar & punctuation
· Numeracy
· Science
· Retention, attainment and transitions at key junctures of schooling
· Closing the gap actions
o Literacy
o Numeracy
o Attendance & Retention
o Student Engagement / Utilise the ICT’s within ACARA – align with Smart classrooms ICT profile. Ensure all students have access to ICT’s for their learning i.e. switches for the interactive whiteboard for pre-intentional learners, PODD book and associated software – Board maker & Prologue 2 go – link to professional development for teachers through DPF to ensure teachers are utilising available resources for all students. Website to be updated.
Encourage and support one teacher (20% of staff) to obtain Orange Card thus allowing IT/Network issues to be addressed quicker within our school environment – link with Service Centre and the Innovation Centre on Sunshine Coast.
2 teachers to obtain their ICT Pedagogy licence.
Support key teacher in obtaining professional development for the Reading Program.
Develop and implement a whole school Reading Program
Design in first semester and trial throughout second semester.
Implement Science Program in conjunction with ACARA Science – design in first semester and trial throughout second semester.
Use Whole school Curriculum Plan for all assessment and reporting which is to be centralised on G Drive – look at moderation with other special schools – link to SECC and ASEAQ. / PODD training
Interactive whiteboard training
75% of staff use ICT’s effectively and linked to curriculum on a daily basis in class
Teacher to obtain Orange card
PD, Accommodation & Transport
Reading Program trialled
Science program in place
Moderation – 75% of teachers to participate in moderation / Reading - $2500
Science - $2500
ICTs - $7500
SECC membership $1000
Principal Leadership and School Capability
School priorities / Actions / Measures / Other
INCLUDING (as appropriate):
Key priorities from the School Plan
· Developing leadership skills
· Using data effectively
· Attendance/Retention
System priorities:
· Implement the Australian Curriculum
· Develop whole-school curriculum, assessment and reporting plan
Core learning priorities:
· Reading
· Writing inc spelling, grammar & punctuation
· Numeracy
· Science
· Retention, attainment and transitions at key junctures of schooling
· Closing the gap actions
o Literacy
o Numeracy
o Student Engagement
o Attendance & Retention
o Community Partnerships / Continue to engage in the Principal Development Performance Plan process to inform focus areas of development i.e. Data interrogation, Leadership skills and ACARA implementation.
Undertake mentoring and coaching with Tracey Chappell – Bundaberg Special School Principal - link up via eluminate and face to face discussions – link up with Principal Aspley Special School for QCIA and Patricia Thiedmann – Principal Clermont Special School – through SECC and ASEAQ.
Participate in courses on using data more effectively, mentoring of staff, conflict resolution and provide feedback and input to ACARA on Foundation to Prep ACARA documents in English, Maths and Science. Principal to participate in QELI Small School Principal’s course and research pursuing post grad in Leadership through UQ or QUT in Semester 2, 2012.
Leadership team – Curriculum Co-ordinator to participate in Aspiring Leaders course via QELI.
Link all PD opportunities to DPF for all staff.
Teacher to obtain Orange Card in Semester One 2012.
All teaching staff to obtain their ICT Certificate by Term 3, 2012. Two teachers (40% of teaching staff) to obtain their ICT Pedagogy Licence during 2012.
Key teacher to participate in Reading Program at Bundaberg Special School in March 2012. / Principal’s Performance and Development Plan, is based on identified leadership and capability needs in leading the school improvement agenda and is developed with and endorsed by the ARD and shared with staff.
Feedback
100% of staff will be engaged in opportunities for collegial learning and collective endeavours.
100% of staff have a Developing Performance Plan based on school and individual priorities with consideration to individual needs, student performance and progress data.
Retention of staff / $8000 for accommodation, flights etc.
School and Community Partnerships
School priorities / Actions / Measures / Other
INCLUDING (as appropriate):
Key priorities from the School Plan
· Community Partnerships
· Attendance & Retention
· Student Engagement
Core learning priorities:
· Retention, attainment and transitions at key junctures of schooling
· Closing the gap actions
o Literacy
o Numeracy
o Student Engagement
o Attendance & Retention
o Community Partnerships / Continue to build relationships with Centacare and KASH – for support with parents re attendance and retention.
Establish an outreach clinic at the school with Dr Rhys (Paediatrician) visiting the school one day every six weeks. Dr Rhys to provide ongoing support to staff, parents/carers and students at our school.
Currently an Indigenous student is attending Isa Skills for paid work two days per week. This will be extended to two additional students (both Non-Indigenous) from Term 2, 2012. This program will be continuing throughout the year.
Apply for the Artist in Residence – grant of $20000 to facilitate the school to access an Indigenous artist for a mural completion as part of the next step in SWPBS and also to offer cultural input to students and staff through drama and the Arts.
Establish a Stephanie Alexander Gardens through the funding of $60000 which will allow the school to upgrade the kitchen and establish gardens so that our students can participate in this valuable program.
Engage with other associations in Mount Isa such as Bush Kids with the assistance of the Quadrennial School Review.
Track all Indigenous students for attendance and follow up conversations with teachers through fortnightly home visits. Any unexplained absences of more than two days to be followed up by a member of Admin – liaise with Dr Rhys for students with long term illness. / SOS
Feedback
Attendance data
Retention data
Daily Roll / Centacare
KASH
Dr Rhys Parry
Indigenous Education Worker
Department of Arts
Stephanie Alexander Kitchen Garden
Bush Kids
Indigenous Education Worker
Guidance Officer
PCYC & Police Liaison Officers
Dr Rhys Parry
Other – School focus
School priorities / Actions / Measures / Other
INCLUDING (as appropriate):
Key priorities from the School Plan
· SWPBS
· Townsville Games
· Transitioning
Core learning priorities:
· Retention, attainment, and transition of students at key junctures of schooling
· Closing the gap actions
o Literacy
o Numeracy
o Student Engagement
o Attendance & Retention
o Community Partnerships / Attend Townsville Games – Students in Middle class and seniors will attend the Townsville Community Games in July 2012. – Two teachers and two teacher aides (minimum) to attend.
Explore Cert 1 course in Work Readiness through Brisbane School of Distance Education. / Reduced behaviour issues recorded on OneSchool
SOS
Feedback
Retention of students and staff
Attendance / $3000 & PC Contribution
Annual Financial Report - * * * D R A F T O N L Y * * *
Anticipated($) / Actual($) / Variation($) / Variation(%) / Anticipated($)
======
A. Total Carry Forward (from previous year) / 104,374 / 104,375 / 1 / 109,514
B. Income by Source
(a) Government Core Funds / 179,921 / 88,056 / -91,865 / 51% Under / 0
(b) Government Targeted Funds / 12,554 / 3,719 / -8,835 / 70% Under / 0
(c) Other Funds / 18,538 / 17,840 / -698 / 4% Under / 0
211,013 / 109,615 / -101,398 / 48% Under / 0
C. Expenditure
(a) Learning Outcomes / 66,829 / 22,719 / -44,110 / 66% Under / 0
(b) Schools Outcomes / 192,570 / 73,502 / -119,068 / 62% Under / 0
(c) Workforce Outcomes / 20,000 / 7,969 / -12,031 / 60% Under / 0
279,399 / 104,190 / -175,209 / 63% Under / 0
Income Less Expenditure (B - C) / -68,386 / 5,425 / 73,811 / 108% Under / 0
D. Cost Neutral Activity
(a) Cost Neutral Activities - Income / 2,554
(b) Cost Neutral Activities - Expenditure / 2,840
-286
E. Carry Forward (A + B - C + D) / 109,514
less Provisions / 0
109,514
======
Summary of Income / ===== Plan =====
Source of Funds / Anticipated($) / Actual($) / Variation($) / Variation(%) / Anticipated($)
======
A. Total Carry Forward (from previous year) / 104,374 / 104,375 / 1 / 109,514
B. Income by Source
(a) Government Core Funds
YCAG SMART CLASSROOMS GRANT / 2,720 / 0 / -2,720 / 100% Under / 0
YCAI SCHOOL BASED ITINERANT STAFF OPERAT / 3,456 / 3,024 / -432 / 13% Under / 0
YCAR OTHER REVENUE / 55,000 / 30,969 / -24,031 / 44% Under / 0
YCAS SCHOOL GRANT - SPECIAL / 34,544 / 17,272 / -17,272 / 50% Under / 0
YCCE INFORMATION AND COMM TECH EDUC / 3,179 / 0 / -3,179 / 100% Under / 0
YCCS LEARN TO SWIM / 463 / 0 / -463 / 100% Under / 0
YCFR GROUNDS EQUIPMENT REPLACEMENT GRANT / 1,000 / 0 / -1,000 / 100% Under / 0
YCFW MINOR WORKS GRANT / 7,858 / 0 / -7,858 / 100% Under / 0
YCHA AAEP GRANT / 6,764 / 3,531 / -3,233 / 48% Under / 0
YCHT TRS / 7,564 / 0 / -7,564 / 100% Under / 0
YCPM PROFESSIONAL DEVELOPMENT / 0 / 338 / 338 / No AOP / 0
YCSI SCHOOL COMMUNITY CAPITAL IMPROV GR / 1,560 / 0 / -1,560 / 100% Under / 0
YCSS REGIONAL ALLOCATED SPECIALIST SUPPO / 12,034 / 8,634 / -3,400 / 28% Under / 0
YCTL ICTS FOR LEARNING / 0 / 381 / 381 / No AOP / 0
YCUF UTILITIES - FACILITIES / 38,754 / 21,401 / -17,353 / 45% Under / 0
YCUT UTILITIES - TELECOMMUNICATIONS / 5,025 / 2,506 / -2,519 / 50% Under / 0
Subtotal (a) / 179,921 / 88,056 / -91,865 / 51% Under / 0
(b) Government Targeted Funds
YNCL SPSS LITERACY ENHANCEMENT GRANT / 2,768 / 1,326 / -1,442 / 52% Under / 0
YNSE EDUCATION SUPPORT FUNDING PROGRAM / 5,000 / 0 / -5,000 / 100% Under / 0
YNSU CLOSING THE GAP IND ED GRANT / 4,786 / 2,393 / -2,393 / 50% Under / 0
Subtotal (b) / 12,554 / 3,719 / -8,835 / 70% Under / 0
(c) Other Funds
YORA Textbook & Resource Allowance / 1,822 / 1,504 / -318 / 17% Under / 0
YOIN Interest / 3,000 / 2,809 / -191 / 6% Under / 0
Others:
YATG YOUTH ATTAIN TRANS NAT PART GRANT / 185 / 0 / -185 / 100% Under / 0
YOOT OTHER INCOME / 13,531 / 13,527 / -4 / 0
Subtotal (c) / 18,538 / 17,840 / -698 / 4% Under / 0