2016 Holsworthy High School Annual Report · PDF file · 2017-05-052016 is unusual...

Holsworthy High SchoolAnnual Report

2016

8564

Printed on: 5 May, 2017Page 1 of 20 Holsworthy High School 8564 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Holsworthy High School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Mr. John Frew

Principal

School contact details

Holsworthy High SchoolHuon CresHolsworthy, NSW, 2173www.holsworthy-h.schools.nsw.edu.auholsworthy-h.School@det.nsw.edu.au9825 2888

Message from the Principal

2016 has been another very busy year for Holsworthy High School and, as always, the great staff have met thechallenges and once again improved the standard of education delivered at this school. Over recent times the increase inadministrative work and the demands for accountability have dramatically increased the workload of all staffmembers. 2017 promises to continue this trend and the school will remain a very busy place. Next year we will beconnected to the Learning Management and Business Reform (LMBR) computer platform and that will require a hugeamount of training for the school.

We are also moving into an era of external validation of our school. This involves outside officers examining ourpractices against a set of benchmarks outlined in the School Excellence Framework. Our school welcomes this externalchecking because we like to showcase our practice and we are always looking at ways to improve.

You will read about our achievements in this report but I would like to acknowledge the great staff I have to deliver theseresults. Each has carried out their duties with professionalism and a thoroughness that ensures our success.

2016 is unusual because of the number of significant teachers who are finishing at the school. Earlier Mr Fry, a longserving Deputy, retired leaving a huge gap in the senior executive. We have been fortunate to have Ms Davis in that roleand her work is exemplary.

Ms. Habib, our librarian, who has been a constant inspiration to countless students is leaving. I have always appreciatedher work supporting the teachers and most pleasingly how she has motivated so many students to engage inreading. Ms. Habib has been a quiet achiever at the school and one of our unsung heroes, Ms. Pardalis has gained awell–deserved promotion to Head Teacher English at Bass High School. Ms. Pardalis' work, not only in the Englishfaculty and her skills in developing public speakers and debaters but also her contribution to the whole school. Heralways effervescent approach to her work has made such a difference to all levels of the school and her efforts topromote the school are wonderful. We wish her well in her future career.

Other leavers include Ms Leetham our Defence Transition Officer. Ms Leetham is taking up a senior position in theDefence Force and I know she will continue her excellent career there. However, for Holsworthy the loss of such a greatsupport for the students from Defence Force families has been world class and I know her work is held as a model forworkers across the nation. Her contribution has not only been with our Defence Force students but all students and staffhave become better because of her work.

Finally, Ms. Muir the friendly face in the front office, is taking a position at Kirrawee High School. Ms. Muir has for yearsbeen the staff member who has managed the student enrolments as well the administration when they leave. This is ahuge task in any school but because we have such a mobile student body due to service transfers in the army this is adifficult task. Her competence along with her excellent character has made her a most valued member of the staff.


Finally, this is my last of seventeen years of having the privilege of being the Principal of Holsworthy High School. It hasbeen an honour to serve the school and a gift to work with such a professional group of men and women. On top of thiswe have developed a real sense of community with the three primary schools and this has made the transition fromprimary to secondary very successful.

Most of all, it has been the students of the school that have given me such joy. As a community you should be veryproud of the graduates of the school. The huge majority have gone on to pursue successful careers and their characterreflects the school they graduated from.

The new principal for the school has been appointed. He is Mr Mark Watkins and I am confident that he will bring newenergy and ideas to the school. His endeavours will be made all the more easy because of the quality of the schoolexecutive led by Mr. Grew and Ms. Davis. These outstanding Deputies, along with the executive staff and the generalstaff, have been and will continue to be a source of inspiration and support.

Finally my thanks to all the school community, the parents, carers, Department of Education officers and our feederprimary schools for all their contributions and support to me. I leave with wonderful memories and a renewed belief inthe unparalleled benefit of supporting a local, comprehensive public school.

Message from the school community

Parents and Citzens Report

The Holsworthy High School P & C have continued to actively support the school through 2016. We have raisedapproximately $12000.00 from our P & C run canteen and bank interest.

We donated $8000.00 towards the planned electronic noticeboard and $4650.00 in support of:

– students who competed in National and State sporting events.

– School Presentation Evening and Staff end of year luncheon.

– SRC's first Multicultural Day.

– Christmas in July initiative.

– Space Camp.

Additionally we allocated $6000.00 for upcoming computer upgrades. The P &C look forward to working with the schoolto support the education of our students in the coming year.

Ms. Kathryn Hope

President

Message from the students

The Student Representative Council (SRC) have achieved some great goals over 2016. Some of the SRC’s biggestachievements included conducting school's first Multicultural Day Festival. Holsworthy High School Students and theirfamilies supplied food and traditional performances from various cultures to celebrate all of our differences as acommunity. Another great event we conducted in 2016 was our very successful White Ribbon Day. The White Ribbonevent promoted the awareness of domestic violence to the school population. The SRC constructed a pledge board andstudents made a pledge against domestic violence.

Early in 2016, the SRC Subcommittee for School Spirit put together and delivered a program called the ‘Sasha Fierce’project. Also, a ‘Boys 2 Men’ program was used specifically for new Year 7 students. The point of the programs was topromote anti–bullying and to guide new students on how to thrive in the high school environment.

The SRC held fundraisers within our school to support a range of different charities. The funds raised were also used tosupport students within our school that were involved in wider extra–curricular activities.

Jeremy Arp

SRC Member 2016


School background

School vision statement

Holsworthy High School adopts a holistic approach to education to maximise the academic, social and creative potentialof every student. Values such as persistence, excellence, inclusion and kindness underpin staff to student and student tostudent interaction. Quality teaching and learning ensures students are delivered challenging lessons that help todevelop the whole student.

School context

Holsworthy High School is a comprehensive school with 694 students. The school has close ties with the AustralianDefence Force with 103 students belonging to Defence Force families. 20 students have identified as Aboriginal.

The school is recognised for its exemplary student discipline and welfare practices. Holsworthy High School has a rangeof innovative programs that engage 21st century learners with students participating and excelling in a wide range ofsporting, cultural and artistic endeavours. The school’s main focus is enhancing student outcomes through qualityteaching and learning.

Holsworthy High School works in partnership with its Community of Schools to assist the transition across stages. Theschool also facilitates educational relationships to benefit staff and students through the annual Community of Schoolsconcert and various curriculum activities.

The school has a highly experienced and knowledgeable staff that are dedicated to providing students with a qualityeducation. Various extra–curricular activities are offered including Debating, Dance Ensemble, Homework Club andMaths Boost, allowing students to reach their full academic, social and creative potential.

Holsworthy High School has an active Parents and Citizens Association who regularly contribute to school planning andprograms.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

This self–assessment process was carried out by the School Principal, Mr. Frew, in consultation with Ms. Pardalis andMs. Forbes. This panel used information from the School Management Planning Teams, and the School Executive, tointerpret the School's progress against the three domains.

In the domain of Learning positive and respectful relationships across the school community continues to be a feature ofthe school. Targeted initiatives in the psychological and physical environment at Holsworthy High School have focusedthe priority of student learning. The capacity of staff to use new sources of data to ensure student development andgrowth, with a building focus on literacy and numeracy strategies, continues to focus practice on a strong learningculture. A whole school approach to community communication through Sentral enables teachers to access and utilisemultiple sources of information when considering learning requirements of all students. The implications of theseprocesses clearly impacts student wellbeing at Holsworthy High School. The deployment and refinement of assessmentand reporting procedures, including interim and portal reporting procedures, continue to focus all community members onthe learning domain. Access to 'Bump It Up' initiatives, supporting improved understanding of data sources, has resultedin a renewed focus on student performance measures.

In the domain of Teaching effective classroom practices are embedded with a clear correlation between effort andattainment. The creation of learning spaces that encourage 21st Century teaching practices have combined with TeacherProfessional Learning options that improve classroom practice. The ongoing commitment of the Literacy Research Teamhas reinforced the value of literacy across the school curriculum. The Professional Development Framework, includingcollegial observation of teaching practice, has been sustained and developed through both the Quality Teaching andSchool Environment components of the School Management Plan. This focus on collaborative practice was supported bya committed approach to Teacher Professional Learning. A new ownership of individual teacher's roles in their own


development was combined with the use of Teaching Standards to deliver Teaching practices at Holsworthy HighSchool.

In the domain of Leading, the School Executive have promoted mentoring and supervisory relationships with teachingstaff to build leadership capacity in both teacher and student populations. Holsworthy High School continued to usearising priorities and management milestones to monitor progress towards school wide goals. The broad understandingof school expectations relating to student learning have been sustained through a focus on the physical environment andthe associated improvements in reporting to the wider community. The ongoing recruitment of temporary and permanentstaff, with a clear focus on succession planning, have enabled an excellent succession framework with specific resourceallocation to support school leadership. Holsworthy High School provided regular opportunities for community membersto provide feedback on school priorities through community meetings, the Parents and Citizens Council, and through the"Tell Them From Me" school evaluation tool.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Quality Teaching

Purpose

The improvement of the professional knowledge, practice and commitment of classroom teachers will drive improvementin student academic outcomes. Students will operate in a school culture of high academic expectations and one thatvalues the improvement of students’ literacy and numeracy.

Overall summary of progress

We now have a structure and timeline for PDP process for all teaching staff. Targeted professional developmenttargeting specific needs of teachers. Continual analysis of students external and internal data to assist with improvementin numeracy and literacy.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

5% improvement in school–wideNAPLAN literacy data in readingcomprehension.

Specified training and dissection of relevant dataacross the year culminating in concise feedback tostaff on literacy and numeracy achievements andchallenges.

Teacher TPL and release:$10400.00

All teachers using Performanceand Development Plans andmeasuring their performanceagainst the accreditationstandards.

Teacher Performance and Development Planningand delivery tailored to individual teacher, facultyand school priorities.

Teacher TPL and release:$13224.00

Next Steps

Continuing teacher identified professional learning and implementation into the classroom. Investigating and futureimplementation of Quality Teaching rounds to improve professional practice. Whole school Numeracy and Literacyprograms continuing.



Student Engagement

Purpose

To develop in the school and its community an expectation that through effort and application student learning outcomeswill reflect their ability. Students develop this expectation through self–assessment and this expectation is conveyedbeyond the school into the wider community.


Parents are greater stakeholders in their child’s education and in the school community through improved consultationwith staff members. Links with the parent community have been enhanced through staff presentations at P &Cmeetings. Staff worked collaboratively to plan and implement a new learning program in the enrichment class. Progresshas moved towards the implementation of student self–assessment processes at the completion of assessment tasksacross KLAs. This process will enable students to measure their academic achievement throughout the year.




6% increase in StudentResponsibility Averages asmeasured on half–yearly andyearly reports.

An increase in student responsibilities measured inhalf and yearly reports among the targeted studentmentor group. Increased academic results acrossstage 5 in the cohort.

$2000.00 TeacherProfessional Learning.

Increase student engagement bypromoting and delivering SOLEprojects utilising the LearningCentre.

SOLE projects were completed by enrichment classstudents and presented at a parent, student andstaff expo afternoon. Student surveys indicate highlevels of student engagement and satisfaction withthe SOLE projects.

$2000.00 TeacherProfessional Learning.

Increased parent engagementthrough enhanced awareness ofstudent curriculum.

There was an increase in parent attendance at theschool P & C meetings. Parent evaluation surveysof the P & C meetings indicated overwhelmingsupport of the value of staff presentations.

Venue and Calendarinclusion.

Next Steps

Continuing professional learning among staff aimed at delivering a range of ICT based learning activities to increasestudent engagement in the classroom. Implementation of SOLE projects across stages to enhance collaborativelearning. Maintain and continue staff representation at P & C meetings to communicate educational information.



School Environment

Purpose

To improve the psychological and physical environment of the school in creating a collaborative and supportive learningspace.


Progress has been made through targeted TPL and effective use of Sentral to improve communications regardingwellbeing between the staff. Improvements to the physical environment are also underway.

There are now two new innovative learning spaces in the school that can be utilised by staff and students for multiplepurposes. There has been a significant improvement in the appearance of the school grounds due to the new paintingscheme and improved maintenance schedule and the installation of the new electronic school sign.




All staff regularly using Sentral asa means to report on studentWellbeing.

There was an increase in the use of Sentral forkeeping records regarding student wellbeing.Entries increased by 56% and the entries regardingwelfare increased from 32% to 49%.

Sentral training was carriedout during staff meetings.The cost of Sentral was$9900.00.

12% increase in staff accessingTPL opportunities within theschool.

The total number of hours of Teacher ProfessionalLearning increased by 53% in 2016 regarding thewellbeing of students.

There was 114 hours ofteacher time allocated toWellbeing in 2016 with acost of $4774.00.

10% increase in satisfaction andutilisation of positive learningspaces in our school.

Teachers eager to book new computer room(COM4) and Library rooms (AV and Seminar).COM4 is consistently booked on EDVAL andSentral.

Computer Room costingincluded Computers andDesks $30000.00. Newlibrary rooms $25000.00.

15% increase in staff and studentaccess to technological devicesfor learning and managementpurposes.

Projectors installed and/or replaced in everyclassroom. Teachers using EDVAL and Sentral fortimetabling, Attendance, Reports and Markbook.Electronic sign installed.

Sentral and EDVAL ongoingcosts of $18000.00.Projectors at a cost of$8000.00. Electronic signcost $26000.00.

Next Steps

Classroom teacher capacity to create a positive and supportive learning environment will continue in 2017 with anemphasis on teacher wellbeing. Interim reports will be delivered to improve communications with parents / carers.Continued use of Sentral as a communication tool with greater focus on positive entries for students.

Utilisation of electronic sign for community notices. Phase 2 and 3 of library refurbishment into an Information ResourceCentre. The continuation of the improvement and beatification of school grounds emphasising on the front entrance tothe school and an investigation into air–conditioning of the school hall.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading All Aboriginal students have a personalisedlearning plan (PLP) and are making progressin all aspects of their schooling with emphasisplaced on literacy and numeracy outcomes.During 2016 funding from the RAM Aboriginalbackground funding and Norta Norta(Individual Tutoring Sponsorship) wascombined to enable significant improvementsby all the students through learning outcomesand cultural connections. The fundingincreased student engagement andattendance at school.

Students were provided with cultural activitiesthroughout the year and this played a vitalrole in breaking down barriers and stigmasthrough the education of non–indigenousstudents and staff in our school.

It provided valuable professional developmentfor teachers to develop their skills inAboriginal Education and implement it intotheir lessons, KLA’s and whole schoolapproach.

Access to staffing andteacher professionallearning opportunties.Access to full staff meetingsand school developmentdays for professionaldialogue.

Individual Tutoring andLiteracy and Numeracysupports – $12452.55

Cultural Activities – $702.00

Professional developmentactivities –$2257.60

English language proficiency Equity funding was used to fund 6 hours ofEAL/D specialist teachers per week, one dayper week of an EAL/D specialist SchoolLearning Support Officer (SLSO) for Terms 1and 2, two days per week of an EAL/Dspecialist SLSO for Term 3 and three daysper week for Term 4. Students weresupported in the classroom and by withdrawalresulting in higher rates of completion andsubmission of tasks and progression alongthe literacy continuum.

All LBOTE students were assessed inReading, Writing, Listening and Speaking.From these thorough assessments 103students were identified as having EAL/Dneeds. Of these students, 58 students weresupported through the school’s EAL/Dprogramme.

Among these 58 students, there were no NewArrivals but there were three refugees. TheseEAL/D students ranged from Developing toConsolidating in their English languageproficiency. The school had 198 LBOTEstudents in total.

Students were supported either in class, insmall groups or one on one English lessons.The programme supports EAL/D students inaccessing the general curriculum andimproving their English language skills. Forfurther support in developing students’English proficiency, the students used theEducation Perfect ESL programme oncomputers which could be accessed at schooland at home.

2016 Allocation –$31666.84

Teacher Salaries –$30000.00

SLSO Salaries – $11781.20

Low level adjustment for disability In 2016 SLSO's were employed to work withstudents with additional learning needs.

Ram Equity Loading forDisability – $56856.00


Low level adjustment for disability There were four casual/part–time officersemployed for an average of 13 days perweek. Our SLSO's worked with wholeclasses, small groups and with individuals tosupport learning in all areas of literacy,numeracy and classroom engagement. Thisenrichment was particularly for those studentswho were nominated by teachers or who didnot meet National benchmarks in NAPLAN.Students were also encouraged toself–nominate to access support when theythought they required it.

The Learning and Support Team worked withidentified students, their parents/carers andteachers to create personalised adjustmentsthat enabled all students to fully participate intheir learning. They also worked tocommunicate any relevant informationregarding the changing learning or welfareneeds of the students. The school supportedthe Nationally Consistent Collection of Data(NCCD) and this created opportunities forteachers to engage in meaningfulprofessional dialogue about how to caterforstudents with additional needs.

The Learning Support Team worked withapproximately 15% of the student population.

(SLSO salaries).

Socio–economic background Socio–economic background funding wasprioritised to a number of key areas.

Students experiencing financial hardship weresupported into improved curriculum access,excursions and subject expenses to improvetheir educational outcomes.

Students better accessed SLSO and Teachersupport in accessing curriculum optionsincluding assessment items and tuition.

Students accessed technology richenvironments across Key Learning Areas withthe development of Computer Room 4 andthe Library area.

The development and deployment of the'Smart Habits' program to increase studentengagement for students at risk of lowattainment.

Student Assistance –$2440.00

Curriculum Access –$3234.15

Technology RichEnvironments – $43668.38

Smart Habits – $14221.84

Support for beginning teachers One permanent beginning teacher receivedtargeted funding for their first year ofteaching. Support strategies were negotiatedand included timetable concessions, provisionof a mentor, additional professional learningand induction supports. These strategiessupported the beginning teacher towardmandatory accreditation.

Teacher / Mentor release –$5669.35

Professional Learning –$1120.00


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 346 363 365 368

Girls 315 350 338 316

Student enrolments at Holsworthy High Schoolcontinued to fluctuate between 660 and 720 students inthe preceding years. In 2016, there were 684 studentsenrolled at the school. The student population isdominated by in–area enrolments but several out ofarea students apply for enrolment at the school everyyear. 54% of the student population was male and thissmall bias was also apparent in previous enrolments.

Student attendance profile

School

Year 2013 2014 2015 2016

7 93.9 92.4 93.5 91.6

8 90.9 91.6 87.3 90.9

9 89.5 87.9 88.4 87.9

10 86.7 90.8 85.7 88.8

11 89.8 82.3 86.3 82.6

12 87.9 92.4 89.4 89.7

All Years 89.9 89.4 88.3 88.5

State DoE

Year 2013 2014 2015 2016

7 93.2 93.3 92.7 92.8

8 90.9 91.1 90.6 90.5

9 89.4 89.7 89.3 89.1

10 87.7 88.1 87.7 87.6

11 88.3 88.8 88.2 88.2

12 90.1 90.3 89.9 90.1

All Years 89.9 90.2 89.7 89.7

Management of non-attendance

Holsworthy High School's attendance pattern remainssimilar to the DoE average. The School utilises a rangeof approaches to student wellbeing from Welfare,Transition, Careers Advice and Support TeacherLearning Assistance to identify and support studentswith attendance issues. Holsworthy High Schoolaccesses wider supports, including the Home SchoolLiaison Officers and the Police Youth Liaison Officers,

when students display poor attendance.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

1.9

Employment 3.8 13.9 19.2

TAFE entry 2.3 10

University Entry 18.9

Other 11.6 3.9 4.2

Unknown 0.8 3.9 45.8

Students in Years 10 and 11 that are identified in the"other" category are generally students who havemoved address and enrolled at other schools. This isoften a function of Defence Force movements. A smallnumber of students in Years 11 and 12 enrolled inPrivate Colleges. Approximately 15% of Year 11students left school to commence employment or TAFEentry. Many of these students were supported in thisprocess through the Transition Coordinator or CareersAdvisor.

Year 12 students undertaking vocational or tradetraining

In 2016, 11 Year 12 students from Holsworthy HighSchool participated in Vocational Education andTraining components of their HSC. Seven studentscompleted Hospitality as a school delivered program.Four students completed TAFE delivered VocationalEducation and Training components includingCommunity Services, Human Services andConstruction Courses. In total, 11.4% of Year 12students completed vocational components of theirHSC.

Year 12 students attaining HSC or equivalentvocational education qualification

96 students from Holsworthy High School wereawarded the Higher School Certificate in 2016. This is arise of 14 students from 2015. The majority of studentsstudied all components of their HSC at Holsworthy HighSchool but a small number of students studied acomponent of their HSC at TAFE or via SaturdaySchool of Community Languages.


Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Head Teacher(s) 8

Classroom Teacher(s) 34.2

Learning and Support Teacher(s) 1.5

Teacher Librarian 1

Teacher of ESL 0

School Counsellor 2

School Administration & SupportStaff

9.28

Other Positions 3

*Full Time Equivalent

The Teaching Staff at Holsworthy High School wascomprised of New Scheme and experienced teachersin 2016. These teachers were well supported by anAdministrations Team, Learning Support Officers andgeneral Assistants. Holsworthy High School had twostaff that identify as Aboriginal or Torres StraightIslanders in 2016.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 23

Professional learning and teacher accreditation

In 2016, professional learning was based on enhancingteacher practice and knowledge in the areas identifiedin the School's Management Plan. These areasincluded Quality Teaching, Student Engagement andthe Psychological/Physical Environment. In addition tothese priorities the continual requirement for subjectspecific professional learning, career planning, studentwelfare, finance and administration, early careerteacher and leadership professional learning options allremain current. Staff also received training in thegeneral capabilities of thinking skills, creativity,self–management, teamwork, intercultural

ethicalbehaviour and social competence.

In addition, teachers underwent an intensive analysis ofschool data using NAPLAN (Year 7 and 9) and RAPData (HSC). The literacy needs of our students,especially the extended writing and reading component,was identified as an area for professional developmentwith staff continuing to be trained in whole schoolapproaches as presented by our Action ResearchTeam.

Of the 52.7 teaching staff, 38 teachers and executivestaff accessed external professional learning options.Total school expenditure on professional learningexceeded $44493.92. One teacher alsosuccessfully received a scholarship with the LeadershipDevelopment Initiative in partnership with the HighPerformance unit which was partly self–funded. We hada substantial focus on Literacy in 2016 which supportedthe continual implementation of the Literacy ActionResearch Team.

All staff at Holsworthy High School participated in threeSchool Development Days and four twilightevenings over the year. Staff also regularly participatedin staff, faculty and after hours meetings that includedprofessional learning components. The professionallearning priorities of the School Development Daysincluded: School Management and MilestonesPlanning, Programing strategies and enrichment workfor Stage 4 and Stage 5 Enrichment Classes, WritingAnalysis– NAPLAN Data, Literacy and Numeracy focusstrategies in reference to SMART data, CPR andAnaphylaxis updates, Sentral implementation ofReporting and Parent Portal modules, Salary andAccreditation levels, Annual updates of DepartmentPolicies, Performance and Development Framework,Discipline and Welfare Policies, Standards Package–Highly Accomplished/Lead level, School Litigation andCommunication Platforms.

In 2016 Holsworthy High School had one Beginningteacher, five new scheme teachers working towardsaccreditation, five maintaining at Proficient, three staffconsidering accreditation at Highly Accomplished orLead level and one staff member involved inLeadership Development Initiative whilst seeking LeadAccreditation.


Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to 30.11.2016 and does not involveexpenditure areas such as permanent salaries, buildingand major maintenance.

Income $

Balance brought forward 522 129.92

Global funds 549 168.16

Tied funds 402 160.99

School & community sources 305 998.30

Interest 12 394.05

Trust receipts 41 310.15

Canteen 0.00

Total income 1 833 161.57

Expenditure

Teaching & learning

Key learning areas 126 878.98

Excursions 60 888.79

Extracurricular dissections 135 979.86

Library 16 032.34

Training & development 5 335.86

Tied funds 433 487.65

Short term relief 133 938.04

Administration & office 175 920.71

School-operated canteen 0.00

Utilities 100 541.30

Maintenance 34 550.86

Trust accounts 35 468.33

Capital programs 11 481.41

Total expenditure 1 270 504.13

Balance carried forward 562 657.44

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

In the literacy domains of reading, writing, spelling andgrammar and punctuation some Year 7 students fromHolsworthy High School were below state average forNational Minimum Standards. The Year 9 cohort wason or around state average in these domains forNational Minimum Standards. This implies that theperformance of Year 9 students in literacy domains isstronger than those in Year 7.

There was a marked improvement in writing in the Year9 cohorts from 2015 to 2016. This domain scored ataround the average score for NSW DoE schools.Similar results were attained in spelling and in grammarand punctuation indicating an improvement in themajority of literacy components for this cohortcompared to 2015. The school focus on literacy,including efforts from the Literacy Action ResearchTeam, assisted the Year 9 students in the developmentof literacy skills with particularly pleasing results in thewriting domain.

Year 7 student cohorts from Holsworthy High Schoolhave demonstrated improving numeracy results for thelast four consecutive NAPLAN results. Year 7 studentswere also closer to state and DoE averages in 2016. Adecrease in Year 7 students attaining Band 6 results innumeracy corresponded with an increase of studentsattaining Band 7 results in 2016.

Year 9 students also improved their results overprevious cohorts in numeracy and improved theirperformance in relation to state and DoE averages. TheYear 9 cohort's performance relating to NationalMinimum Standards was positive. Only 2% of year 9Holsworthy High School students were below minimumstandards compared to the state result of 4%. Averagegrowth of the Year 9 cohort from Year 7 was aboveboth state and DoE averages. 52% of students hadgreater than or equal to expected growth in numeracy.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.

In accordance with the Premier's Priorities: Improvingeducation results , schools are required to report ontheir student performance for the top two NAPLANbands in reading and numeracy.

14.1% of Year 7 students attained Band 8 or Band 9results in reading in 2016. This figure was consistent


with 2015 results. 11.3% of Year 7 students attainedBand 8 or Band 9 results in numeracy in 2016. Thisresult was an improvement on 2015 results where10.1% of students where in the top two bands fornumeracy. For the wider Year 7 cohort there was anupward trend in numeracy results compared to previousyears.

In 2016, 5.2% of students in Year 9 scored in the toptwo bands in reading. This was a slight decrease from2015 results. There was a slight upward trend inreading scores for the Year 9 cohort. 8% of Year 9students scored in the top two bands for numeracywhich was a slight increase in performance over 2015results. In general, there was an upward trend in Year 9numeracy scores for the cohort.

In accordance with State Priorities: Better services –Improving Aboriginal education outcomes, schools arerequired to report on the student performance ofAboriginal students in the top two bands. HolsworthyHigh School had 4 Aboriginal students in Year 7 and 5Aboriginal students in Year 9 in 2016. This smallercohort limits significant group analysis. Year 7 studentsattained Band 8 results in spelling and in grammar andpunctuation. As a group the Year 7 Aboriginal studentsperformed well in spelling and reading components ofNAPLAN. Year 9 Aboriginal students attained Band 7and Band 8 results in reading, spelling and grammarand punctuation.

Higher School Certificate (HSC)

The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest).


Holsworthy High School Students studied a widevariety of ATAR eligible and non–ATAR subjects in2016. The achievement in HSC bands was comparableto previous years.

Hospitality students scored results above the stateaverage and the school average in 2016. Society andCulture, English Standard and Business Studies scoredresults at or around State average for the same period.

Ancient History, Geography, English Standard,Industrial Technology, Mathematics and Society andCulture, scored results above the school average for2014 –2016. Business Studies, Advanced English,Legal Studies, Music 1 and Visual Arts scored resultsconsistent with subject averages over the same period.

The graphs show the average HSC score for subjectsin 2016 compared to the school average for theprevious 3 years.

Parent/caregiver, student, teachersatisfaction

In 2016, Holsworthy High School used "Tell Them FromMe" surveys to determine the level of UsefulCommunication Types at School. Parent, staff andstudent feedback was utilised in the survey. The overallresults for this feature of 'Tell Them From Me' aresummarised in the table but indicate:

* Respondents preferred School Reports andTelephone correspondence as the most usefulcommunication types.

* Respondents generally appreciated all communication

types but emails was the least preferred option.

* A small proportion of respondents found both FormalInterviews and Informal Meetings not useful orsomewhat useful.

Other information from the surveys indicated that:

* 'Text' and 'School Website' communication werepredominantly the preferred method of 'Communicationabout school news'.

* The 'P & C' and 'Social Media' were deemed the leastuseful means of communication about school news.Even then, more than 70% of recipients found theseitems between 'Somewhat Useful' and 'Very Useful'.

The prevalence of Sentral as a internal and externalcommunication tool across the School ManagementPlan suggests that Portal communication will improveengagement and communication across the schoolcommunity. Accessible reports, attendance data,timetables and text communication of absence shouldcombine with an increasing social media presence toimprove school communication further.

Policy requirements

Aboriginal education

In 2016 Holsworthy High School had 20 Indigenousstudents in Years 7–12. In line with the Aboriginal andTorres Strait Islander Education Action Plan2014–2016, a committee of interested teaching staff,support and SASS staff continued to implementstrategies designed to increase educational outcomesfor our Aboriginal students, raising their profile withinthe school and improving links with our Aboriginalcommunity.

In 2016 the following targets from the ATSIEAPdocument were achieved.

Readiness for school:

Each new Aboriginal student was provided with aschool induction which included meeting with theAboriginal coordinators, supporting them to buildrelationships with people around them.

Engagement and connections:


Students were provided with a wide range of activitiesto participate in throughout the year to assist with theirlearning and cultural understanding. All the programsand activities benefited students to allow them toimprove their educational outcomes both within andoutside the school.

Personal Learning Plans (PLPs) were reviewed ordevised for each student in collaboration with thestudents, their parents/caregivers and their teachermentor. Teachers who were new to the program werealso given a training session on how to complete thePLP process.

The teacher/student mentoring program continued tobe a positive aspect of the students schooling. Duringthese regular meetings, PLP’s were modified whereappropriate to meet the needs of each ATSI student.

Strong connections continue to grow between theschool and the Western Sydney University Aboriginaldepartment through the ‘Pathways to Dreaming’program. One Year 8 student, seven Year 9 students,two Year 10 students, one Year 11 and five Year 12students who took part in regular mentoring sessions,workshop days and activities held at the different WSUcampuses as a taster of courses held at WSU. Withinthis program they are also working on their groupproject volunteering at the Soup kitchen as part oftheExodus foundation located in Ashfield. Studentsvolunteered their time in preparing meals for thehomeless and those in need. They were able todevelop skills and build on relationships with theirmentors and gain an understanding of how otherpeople who are less fortunate live on a daily basis.Students walked away with a sense ofself–accomplishment of being able to support others.

Opportunities were provided through Kari for studentsto participate in different activities and programsthroughout the year including: Debutante ball,Education camp and funding to support studentlearning. A number of cultural awareness experienceswere also held throughout the year, which allowedAboriginal students to bring a non–indigenous friend toeducate them around the different aspects of theirculture in a fun and engaging way.

Aboriginal students informed their peers about theimportance of significant dates, including NAIDOCweek, and what it means to Aboriginals andnon–indigenous Australians. This was achievedthrough readings on assembly and students reading theAcknowledgement to Country at formal assemblies andspecial events.

Aboriginal Education awards were presented at theannual presentation night held at the end of the year.Successful students demonstrated outstandingattendance, connection to culture, participation inprograms in school and community, leadership skillsand academic progress. We were fortunate enough tohave a student from each grade receive an award andframed artifact.

Attendance:

Overall, ATSI student’s attendance rates were of a highstandard in 2016. This demonstrates the level ofstudent engagement towards their schooling.

Literacy and numeracy:

Students were provided with on–going literacy andnumeracy support throughout the year in specificsubjects. The support was tailored to individualstudents following assessment of their ability level atthe beginning of the year.

Allocated lessons were provided for Aboriginal studentsin each year group to work in small groups with ateacher’s aide in order to work on specific literacy goalsand assist students working on Mathletics which waspurchased to assist all students in numeracy. This wasmade possible with the purchase of iPads for studentsto use to complete tasks in these groups.

Leadership, quality teaching and workforcedevelopment:

The Aboriginal coordinators attended numerousnetwork meetings and the Annual Aboriginal EducationConference. They incorporated ideas and informationwhere appropriate for the benefit of all student learning,especially ATSI students, across most KLA’s.

Attendance at professional development days alsoincreased by 50% for different courses held throughoutthe year to improve educational perspectives within theschool. Numerous teachers attended these days whichdisplays the emphasis on Aboriginal Education withinour school. This also included Aboriginal educationoutside of the classroom.

Pathways to real post–school options:

Students were supported by WSU with universityapplications, scholarships, alternative entry andBadanami Army program. From this the studentsreceive the best help and assistance from theuniversity's school liaison Aboriginal unit with thesupport from the school. From this, three studentssuccessfully achieved admission into WSU and UTSlast year.

Multicultural and anti-racism education

In 2016 there were four complaints that were handledby the ARCO (Anti–racism Contact Officer). All fourARCO referrals were from classroom teachers. Therewere no referrals from parents. In all cases thecomplaints were handled as an informal complaint andthe Complaints Handling Guidelines were followed.

The ARCO assisted in the complaints process to helpthe students involved. This required all parties involvedto fully document their complaint and understanding ofthe incident by listing events in a chronologicalsequence, including clear descriptions of peopleinvolved if necessary, outlining details of the impacts ofthe incident on the complainant and also finding out an


indication of what the complainant would like to seehappen as resolution.

The ARCO also assisted the students involved tounderstand the significance and importance of the Anti–Racism Policy that is implemented in all schools inNSW and the process involved in making a complaint.Follow up and feedback was offered to individualsinvolved in the cases handled by the ARCO.

Harmony Day was celebrated March 21st 2016 with avisual display in the Library windows that faced themain quad. The display made by Year 7 students, wasdecorated orange for the recognised internationalHarmony colours for the elimination of RacialDiscrimination. The Harmony Display providedinformation promoting Australia as a culturally diverseand cohesive society, as well as displaying originalstudent reflections on diversity and acceptance.

The ARCO also worked with the SRC in 2016 for aspecial Holsworthy High School Multicultural Day. Thewhole school formal assembly, featured lively studentperformances and presentations from all over theworld. The special event also included an array ofInternational cuisine, made by parents and teachers forstudent purchase.

Throughout the year, the ARCO raised awareness ofdiscrimination against our Indigenous people throughliterature and items at Formal Assembly for staff andstudents. The ARCO also made an original filmpresentation for formal assembly that featuredreflections on the journeys of family and self; emigratingto Australia from Egypt and growing up as an immigrantin Cronulla.

Ms Jacqueline Mikhail is the 2016 ARCO officer, andMr Dean Roebuck continues to be the Anti–RacismDelegate Officer.

Other school programs

Creative Arts: Visual Arts 2016

Visual Arts was offered to the junior school in Years 7and Year 8 and also to our middle school as electiveclasses in Year 9 and Year 10. Visual Arts was offeredin the senior school in Year 11 and Year 12 along withthe content board endorsed course of Photography toYear 11 and Year 12 and with the new content boardendorsed course on offer Visual Design in Year 11.

The Photography course was taught by Ms Boettcher.

Ms Boettcher was appointed in 2016 as the permanentteacher to fill the position previously held by Mrs.Papac.

Ms Boettcher, with her strong knowledge and skills inPhotography, lead a large group of senior students inYear 11 and Year 12 to produce quality photographicwork which was part of the MADD exhibition.

In Year 11 Photography 2016 first in course was

Jessica Frankham.

In Year 12 Photography 2016 first in course was ChloeDean.

In the Visual Arts faculty the students at Holsworthywere given the opportunity to develop and expand theirart making skills and knowledge through the teachingexpertise of Ms. Alyshia Boettcher and Ms. RowenaBooker.

Ms. Boettcher and Ms. Booker took the elective artclasses to the AGNSW to view the Frida Kahloexhibition and permanent exhibitions which was avaluable experience for the senior students who werestudying the art making practice of Kahlo as a casestudy and to offer the middle school students theopportunity to visit and experience the AGNSW.

Ms. Boettcher was involved in the cross networkprogramme in our region and was involved in a day ofexperiencing the fine arts held at Sarah Redfern HighSchool. Ms. Boettcher participated and led workshopsfor primary school students in painting and theexpressive use of colour. Several of our talented Year10 students participated in these workshops on the dayand were selected as first place winners in thephotography component of the workshops. Thestudents involved in theses workshops were HollyNettle, Megumi Ramsey, Katerina Miserska and CaitlynRussell. An exhibition was also held at Sarah RedfernHigh School to promote and acknowledge the creativityof students in our region and one of our talented Year10 visual arts students Madison Cram had her workselected to be part of the cross network exhibition. Thiswas an outstanding achievement from our elective artstudents.

This wonderful opportunity was of great benefit for ourstudents as they were able to be involved and workalongside other students from other schools whileenjoying and participating in the creative arts.

Ms. Boettcher was involved with a project basedlearning unit of work in Term 3 with Mr. Amerikanosand the enrichment class in Year 7. The class werelearning about Ancient Greece and Rome and weregiven the opportunity to adapt and apply theirknowledge that they had learnt in their theory lessons inHistory into a practical task in Art where they built anancient Greek style pot.

In Year 8 our Gifted and Talented students from all ofour Art classes were offered to participate in a sculpturework shop run by Ms. Booker and Ms. Boettcher inresponse to the Inaugural Bunnings CrossroadsRecycle Art Project. This project allowed students to beengaged in environmental and sustainable issues andallowed for the opportunity to explore and use theircreative energies in creating a sculpture as part of agroup situation. The hardware store supplied someequipment and materials to use in the creation of thesculptures and the work was put on display at the storeuntil it was judged. Unfortunately we were not winnersof this competition but had a wonderful full day of funand creativity.


The Art Department again offered the Stage 6 Artsclasses the opportunity to develop and expand their artmaking skills and knowledge with several whole dayworkshops during each holiday break and a extra Year12 class on Thursday afternoons from 3– 4pmthroughout Term 1 – Term 3 with Ms Booker for thosestudents wanting to work on their art making anddevelopment of their BOW as well as refining theiressay writing techniques in preparation for their exams.

The Year 12 Body of Works were packaged and sentaway for marking at the corporate marking centre atHomebush.

The Visual Arts programs continued to produceoutstanding Art by students in stages 4, 5 and 6 theseclever art works indicate an abundant and committedcreative community of students at Holsworthy HighSchool. The art works produced by our students wereagain exhibited in our MADD night. Ms. Booker and Ms.Boettcher gathered and organised artworks by all artstudents for display at our annual MADD exhibition heldin the MPU.

A continuing highlight is the exhibition space in the artfoyer that is regularly updated and works are changedat the end of each unit to inspire all that walk throughand use the space. This space was also utilised on ouropen and futures night when the art block was openedand the current and past work of students in Visual Artswas on display. Ms. Booker and Ms. Boettcherattended both of these evenings.

From the Open Night in 2015 it allowed the Visual ArtsDepartment the opportunity to encourage students tofollow their creative flair through the new subject ofVisual Design which was offered as a 2 unit contentboard endorsed course to Year 11 in 2016. This newcourse saw the large Year 11 class of students createmood boards, personal logo designs and logo designsfor the Visual Design class, jewellery and an animalchair that was reflective of their animal sprit.

Visual Design Year 11 first in course in 2016 was ShaePace.

In every class Visual Arts students resolved challengeswith concepts and technical expertise to createartworks in a wide range of media. First in courseawards were presented to students on the whole schoolpresentation evening. These awards recognise theoutstanding results achieved and consistently gained ina body of work of art in each year group. A facultyaward for each stage was also awarded these awardsallowed the Visual Arts teaching staff to select astudent who worked consistently, always to the best oftheir ability, a student with significant technical skill andcommitment to develop their ability and a student whoshowed genuine interest in the arts.

The 2016 Visual Arts first in course award winnerswere–

Year 7: Tess Walker

Year 8: Michelle Siwan

Year 9: Rhiannon McGrath

Year 10: Katerina Misevska

Holly Nettle

Year 11: Kiani Walker

The Visual Arts Stage award winners were–

Stage 4: Abby Millar (Year 8)

Stage 5: Caitlyn Russell (Year 10)

Stage 6: Shae Pace (Year 11)

The Liverpool City Council Award for Academic Studiesand Artistic Proficiency was awarded to Caitlyn Russell.

Vocational Education and Training

In 2016, Holsworthy High School increased schoolbased Vocational Education and Training (VET) courseofferings for students from two VET frameworks tothree:– Hospitality Food and Beverage

– Hospitality Kitchen Operations

– Information and Digital TechnologiesIn 2016, 46 students from Year 11 participated in aSchool delivered VET course. Six of those studentsstudied two VET courses. 21 students were enrolled tostudy a TVET course across years 10, 11 and 12. Onestudent was enrolled to study a School BasedApprenticeship course.

Of the 22 students enrolled into a TVET or SBATcourse across year 10 and 11, five students wereoffered an apprenticeship or traineeship.

Catering events allowed students to engage inworkplace and enterprise learning within theschool. This allowed students to apply their knowledgeand understanding of theoretical concepts withinreal–life hospitality situations. Hospitality Studentshosted and catered for the following events:

– The P&C Christmas in July.

– LEAPS introduction and graduation functions.

– Year 6 Information Evening.

– Futures Night.

– ANZAC Day Luncheon.

– Parent/Teacher interviews.

Holsworthy VET students also engaged within thecommunity through work placement, which wasexternally organised through the workplace provider


South West Connect. 12 students across HospitalityFood and Beverage, Hospitality Kitchen Operations andInformation and Digital Technologies achieved acertificate from their host employers for theiroutstanding performance during work placement.

Holsworthy High School developed each individualstudent's employability by including a range of skillprovision, career development and transitionopportunities provided by the school. During 2016 thefollowing programs were offered to students:

– School to Work Program.

– White Card Training.

– Work Experience and Work Placement.

– Work Readiness Program.

– Transition Planning from school to work for studentswishing to investigate career paths or to commencework or TAFE at the end of their schooling.

Action Learning For Innovation Project 2016

Holsworthy High School was selected to participate inan Action Learning Research Project in partnership withWestern Sydney University. The project focus, onimproving student extended written responses in Stage4, was refined and applied across three key learningareas. The leadership team designed a writing model,generic writing criteria and explicit teaching strategiesthat were implemented over a twelve month period. Theprocess development involved extensive considerationof current research and the critical evaluation of aprototype which was designed to trial the project.

A wide range of pre and post data was used to evaluatethe impact of the main project on student learningoutcomes in the area of extended writing. Theinterventions used during the project were seen to havea positive impact upon student writing within thetargeted group and evidence also suggested growth inteacher capacity to explicitly teach writing across KLA’susing a common language and approach. HolsworthyHigh School is continuing to build upon the success ofthis project through scaling and embeddinginterventions on a whole school level across stages.This action research project was showcased on aregional level as an exemplar for ‘Action Learning forInnovation’.

Performing Arts

Students again participated in a variety ofperformances this year including our annualCommunity of Schools Concert, MADD night, DanceShowcase, Ultimo Dance Festival and Cross NetworkProject. We had students represented in variousensembles including Boys, Girls, Hip Hop and Jazzensembles as part of the Cross Network Performingand Creative Arts Project. We had multiple teachersinvolved in this initiative including Ms Boettcher–VisualArts, Ms Mikhail– Film, Ms Grant– Dance and MsForbes– Project Coordinator.

The success of our Community of Schools DanceEnsemble continues to be a highlight of the Danceprogram at Holsworthy High School. This platform hasprovided students across the feeder primary schools tobuild a strong rapport amongst other dancers within theschool community. This group was again successfulperforming at the Ultimo Dance Festival and theCommunity of Schools Concert. At our annual DanceShowcase evening students presented works fromthroughout the year and they also had the opportunityto perform individual composition pieces.Congratulations must go to Brooke McNamara onreceiving the ‘Dancer of the Year’ award for hercontinual contribution to the Dance program atHolsworthy High School over the past six years.

Sports Report

2016 was yet another busy year in the area of Sport atHolsworthy High School. Many students participated ina wide variety of sporting events with a great deal ofsuccess. We have seen some outstanding results fromboth individual and team performances that havedemonstrated both sporting potential and outstandingsportsmanship.

We represented Hume Zone in all three carnivals;Swimming, Cross Country and Athletics. With manystudents going on to represent at Regional and Statelevels. We entered 27 knockout competitions in 2016. Students competed with great sportsmanship, manyadvancing to the play– off rounds. Continuing this greatsuccess, there has also been some notableachievements on an individual level. In Baseball wehad Jordan Richardson reach National level andJaedan Cavill represent at State and Pacific SchoolsGames National Level. William Hoile and Daniel Ninnesalso achieved State level in Cross Country and in StateAthletics we had Jasmine Stuart, Fuatupu and RileyPrice. Congratulations to these students.

The continuation of grade sport has allowed students tocompete against other schools in a variety of sports ona regular basis, providing greater development offundamental skills and for most students build on theirskill set from the Targeted Sports Program. We alsohad our students participate in the Hume Zone Year 7and 8 Gala Days.

Our annual sporting awards were again a harddecision. All recipients were worthy of achieving theseprestigious awards and we had the pleasure ofpresenting our prestige awards to the followingstudents; Services to Sport– Amy Molloy and BenTolliday, Sportswoman and Sportsman– JordanRichardson and Jaedan Cavill. Amy Molloy was alsoawarded the State Hockey Most Outstanding PlayerAward.

2016 was an innovative and successful year for sport inour school and all participants should be proud of theirachievements. Thank you to all the teachers, coachesand parents, whom have helped support sport at ourschool. Without you, opportunities for achievementwould not be possible.


Community of Schools

With our schools and community organisations workingtogether to support learning, our Community of Schools(COS) partnerships have served to strengthen, supportand even transform individual students in 2016,resulting in improved program quality, more efficientuse of resources and a better alignment of goals andcurricula.

The COS program has provided students with strongerrelationships with school teachers and principals. Thishas been made possible because of the positiverelationships we have instilled in our schools and theopportunity we have to foster high quality, engaging,and challenging activities, along with promoting staffengagement.

The COS Program has supported student learningdirectly, providing additional benefits to students andtheir families. It has provided continuity of servicesacross the year, easing school transitions andpromoting improved attendance in pre high schoolprograms, facilitate access to a range of learningopportunities and developmental support, providingopportunities for students and teachers alike toexperiment with new approaches to teaching andlearning, facilitate information sharing about specificstudents to best support individual learning and providefamily members with alternative entry points into theschool day to support their student’s learning.

The learning partnerships it has created has alsogreatly benefited our community of schools. It hascomplemented the academic curriculum with a widerrange of services and activities, particularly enrichmentand arts activities that may not be available during thenormal school day, support transitions across theschool years, particularly the critical middle to highschool transition, which research indicates is a keypredictor of high school graduation reinforce conceptstaught in school without replicating the school day,often exposing classroom teachers working in the afterschool program to new pedagogies, improve schoolculture and community image through exhibitions andperformances that help “shine the light” on studentswhose talents may not be apparent in the classroom,enabled access to mentors, afterschool staff, and otherresources to support inschool learning and improve theteaching and learning in the classroom itself.


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