School Annual Implementation Plan For

School Annual Implementation Plan for

5375 Derrinallum P-12 College

2015

Based on Strategic Plan 2013 - 2016

Endorsements

Endorsement by School Principal / Signed……………………………………….
Name Alan Coffey
Date 15th April 2015
Endorsement by School Council / Signed……………………………………….
Name Narelle Uren
Date 15th April 2015
School Council President’s endorsement represents endorsement of School Strategic Plan by School Council

Strategic Direction

Goals / Targets / One Year Targets
Student Learning / To maximise the learning outcomes for all students from Prep to Year 12 / To improve NAPLAN Mean Scaled Scored Growth for Matched Cohort for years 3 to 5, 5 to 7 and 7 to 9 to be equal to or above the state mean in Literacy and Numeracy by 2016.
The proportion of students in each year level achieving at or above the expected level in reading, writing and number will increase as each cohort moves through the school.
Continue to maintain an average VCE Allstudy score of 30.
Maintain VCE English, VCE Maths Methods and VCE Further Maths study scores at or above the state mean.
School Improvement on the Parent Survey to be at or above the 75th Percentile by 2016.
Employee Development on the Staff Survey to be at or above 75th Percentile by 2016 / To improve NAPLAN Mean Scaled Scored Growth for Matched Cohort for years 3 to 5, 5 to 7 and 7 to 9 to be equal to or above the state mean in Literacy and Numeracy.
The proportion of students in each year level achieving at or above the expected level in reading, writing and number will increase as each cohort moves through the school.
Continue to maintain an average VCE Allstudy score of 30.
Maintain VCE English and VCE Further Maths study scores at or above the state mean.
School Improvement on the Parent Survey to be at or above the 50th Percentile.
Professional Learning overall score on the Staff Survey to be above All Pri/Sec Schools.
Student Engagement and Wellbeing / To improve student wellbeing and engagement across all year levels. / Student attendance to be equal to or better than the state average
Connectedness to Peers, Classroom Behaviour and Student Safety on the Attitudes to School Survey to be at or above the 75th Percentile by 2016.
Student Behaviour (Classroom and School) on the Staff Opinion Survey to be at or above the 75th Percentile by 2016.
Student Safety and Classroom Behaviour on the Parent Opinion Survey to be on or above the 75th Percentile by 2016 / Student absence School Mean to be less than 17.00 days per student by 2015.
Connectedness to Peers, Classroom Behaviour and Student Safety on the Attitudes to School Survey to be at or above the State Mean by 2015.
School Climate overall score on the Staff Survey to be above All Pri/Sec Schools.
Student Safety and Classroom Behaviour on the Parent Opinion Survey to be above the 50th Percentile by 2015
Student Transitions and Pathways / To improve student outcomes in pathways and transitions into, through and out of the college. / Transitions on the Parent Opinion Survey to be at or above the 75th Percentile
Real retention rates years 7 to 12 mean to be 45%
VET Results at least 90% of UOC with satisfactory result.
VCAL Results at least 90% of UOC with satisfactory result. / Transitions on the Parent Opinion Survey to be above the 50th Percentile
Real retention rates years 7 to 12 mean to be 45%
VET Results at least 90% of UOC with satisfactory result.
VCAL Results at least 90% of UOC with satisfactory result.

Implementation

Key Improvement Strategies / What
the activities and programs required to progress the key improvement strategies / How
the budget, equipment, IT, learning time, learning space / Who
the individuals or teams responsible for implementation / When
the date, week, month or term for completion / Success indicators
the changes in practice, behaviours or outcomes that indicate that the strategies are successful
Student Learning
To maximise the learning outcomes for all students from Prep to Year 12
Develop teaching and learning practices by using 21st century pedagogical and assessment concepts.
Strengthen assessment practice across the school.
Strengthen the school’s curriculum planning and management by developing a whole school approach to the implementation of AUSVELS/ Australian Curriculum with a focus on Literacy and Numeracy.
Develop and implement an agreed teaching and learning framework by
•embedding a performance and development culture with a focus on collaboration, the use of data to inform teaching and peer observation and feedback.
•Implementing a targeted professional development program, perhaps in concert with neighbouring schools, to improve individual teacher practice. / Review whole school assessment framework which includes assessment tools and assessment timetable
Develop and document whole school Literacy Teaching and Learning Framework
Develop and document whole school Numeracy Teaching and Learning Framework / Numeracy and Literacy PLT Meetings
Literacy PLT Meetings
Numeracy PLT Meetings / Principal
Leading Teachers
Literacy Teachers
Numeracy Teachers
All Teachers
Principal
Leading Teachers
Literacy Teachers
Numeracy Teachers
All Teachers
Principal
Leading Teachers
Literacy Teachers
Numeracy Teachers
All Teachers / By the end of Term 1
By the end of Term 4
By the end of Term 4 / All students assessed using internal and external assessment tools as per whole school assessment framework.
There is an improved correlation between teacher judgement of student performance and external judgement of student performance, such as NAPLAN data.
An agreed whole school Literacy Teaching and Learning Framework has been developed and documented.
An agreed whole school Numeracy Teaching and Learning Framework has been developed and documented.
Student Engagement and Wellbeing
•Analyse student attendance data and develop and implement exemplary program that reduces the incidence of absenteeism.
•Revisit the college’s student management protocols to ensure that there is a consistent approach by all teachers across the college.
•Implement whole school framework VPHPAP (Victorian Prevention and Health Promotion Achievement Program) to promote health and wellbeing of all students.
•Provide opportunities for students to be involved in extra curricula and leadership activities. This could include student led assemblies, sporting events, peer support program, student voice and community participation. / Continue to examine the reasons behind absences and develop plan of action to address each.
Align attendance action plan to “Every Day Counts” guidelines.
Review the Student Engagement and Inclusion Policy for alignment with new DET guidelines.
Seek accreditation for 2 Priority Areas as part of whole school framework VPHPAP
Implement whole school framework to support positive student relationships and manage students. / Wellbeing Team Meetings
Sub-School Meetings
P12 Meetings
Wellbeing Team Meetings
Sub-School Meetings
P12 Meetings
P-12 Meetings & School Council Meetings
Achievement Program Action Team
Wellbeing Meetings and P-12 Meetings
Wellbeing Meetings and P-12 Meetings / Principal
All Teaching and ES staff
Principal
All Teaching and ES staff
Principal
All Teaching and ES staff &
School Council
Wellbeing Team & Health/PE Team
Wellbeing Team
Principal
All Teaching and ES staff / By the end of Term 4
By the end of Term 4
By the end of Term 2
By the end of Term 4
By the end of Term 4 / Decrease in student absence.
Decrease in the proportion of students with absences in excess of 20 days per year.
Improved outcomes in terms of Student Safety, Connectedness to Peers and Learning Confidence in Student Attitude to School Survey.
Gain accreditation for 2 Priority Areas as part of whole school framework VPHPAP.
Decrease in student absence.
A whole school framework to support student relationships implemented.
Improved outcomes in terms of Student Safety, Connectedness to Peers and Learning Confidence in Student Attitude to School Survey.
Student Transitions and Pathways
To improve student outcomes in pathways and transitions into, through and out of the college.
Develop, implement and document policies and procedures for successful transition and pathway practices.
Continue the development of proactive relationships with local primary schools especially Lismore PS and feeder kindergartens.
Maintain the current Later Years program in order to ensure the college’s viability provided appropriate resources are available. / Create a “Transition Team” to lead transition review and transition activities.
Review the current processes for student transition into, through and out of the school.
Establish a formal timetable of transition activities into, within and out of school and communicate widely to community. / Transition Team Meetings
Transition Team Meetings
Sub School Meetings
Transition Team Meetings
Sub School Meetings / Principal
Transition Coordinator
Prep/1 Teacher
Prep to 6 Co-ordinator
PSD Coordinator
Principal
Transition Team
All Teachers
Principal
Transition Team
All Teachers / By the end of Term 2
By the end of Term 2
By the end of Term 2 / Formal Timetable of Transition Activities documented.
Improved transition between year levels reflected in curriculum documentation and improved outcomes in the Transition variable on Parent Opinion survey.
Closer relationships have been formed with local kinder and local primary schools.