WARRAWONG HIGH SCHOOL SCHOOL PLAN 2011 HIGH SCHOOL SCHOOL PLAN 2011 ... foster attitudes and values...

NSW DEPARTMENT OF EDUCATION & TRAINING

WARRAWONG HIGH SCHOOL SCHOOL PLAN 2011

Principal: Stephen Goodley

Deputy Principals: Jenny Flowers, Steve Hodgson School Address: 127 Cowper Street Warrawong

Postal Address: P O Box 105 Warrawong 2502

Telephone: 4274 0707 Fax: 4276 2836

Email: [email protected] Website: www.warrawonghigh.nsw.edu.au

mailto:[email protected]�

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8480: Warrawong High School 2011 School Management Plan: last revised 11.11.2010

School Context

Warrawong is a comprehensive, multicultural high school with 57% of our students from a range of non English speaking backgrounds. Teachers promote high expectations and a strong work ethic so all students succeed as learners. We ensure students have a positive attitude and work hard to achieve academic success, develop social, interpersonal and employment skills and build self esteem. Our school has a strong history of achievement. Over the last decade, we have twice received a NSW Department of Education Director General's Award for School Achievement. In addition students, staff and the school have been awarded individual Departmental honours on several occasions and both students and staff have won many state and national awards in literacy, film making and community engagement. At Warrawong, we cater for all students. We have selective classes to extend the most talented students and smaller class sizes across all years so students get more individual attention. We house the region's Intensive English Centre for new arrivals and a Support Unit for students with special needs. Across all years, our students make significant performance gains because of how teachers integrate literacy and technology into classroom learning. We offer an innovative senior curriculum which has significantly increased student retention. This dual strand curriculum involves both a traditional, academic HSC and a vocational HSC to develop employment skills. Our school has excellent facilities which support our comprehensive approach to education. Recent improvements include construction of a new sports centre, canteen café complex and major upgrades to our Science facilities. In addition, we are constantly improving our digital infrastructure. Students have access to cutting edge technology including seven computer labs, a wireless network and the latest whiteboard and video conferencing technology. To support our students’ education, we have built strong links with the community. These include our highly rated Community of Schools programs with our local primary schools, parent engagement through focus meetings and a broad range of partnerships with the local business community. We seek to engage students through an extensive range of extracurricular initiatives. These include a strong focus on life skills, sport and the creative arts - band, choir, film and drama. Two of our most innovative and widely acknowledged programs are our annual community student film festival and our permaculture gardens, wherein students learn how to achieve a healthier and more environmentally sustainable lifestyle. As a school, our ultimate goal is to ensure that students develop knowledge, skills, attitudes and values which will help them become responsible citizens who make a positive contribution to Australian society.

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School Ethos

Our school motto is ‘A Time to Build’. Our ethos statements reflect what we are trying to achieve : Students 1. High Expectations: ensure students have high expectations about their academic performance and attitude to school. 2. Exit Outcomes: ensure students achieve high quality exit outcomes relating to Literacy, Numeracy, Information and Technology skills,

interpersonal, communication and decision making skills. 3. Student Attitudes and Values: foster attitudes and values which promote student self-worth and self-respect, self-confidence, self-discipline and

encourage citizenship, tolerance and respect for others. 4. Student Wellbeing: enhance student self esteem, mental health and wellbeing by assisting with issues relating to socioeconomic, physical, cultural

or personal circumstances that may impede student learning. Staff 5. Staff Morale: maintain high level staff well-being and engagement through excellent communication, collaborative decision making, interpersonal

and staff welfare strategies. 6. Staff Professionalism: encourage staff to have high expectations about their own performance and work ethic through supportive staff professional

development systems. Community 7. School Reputation: ensure the school has a high profile and an excellent reputation with parents and the community. 8. Community Support: maintain a positive two way relationship with the community by building partnerships with parents and the broader

community incorporating other local education and business links. School 9. Harmonious Environment: maintain a safe and harmonious learning environment which caters for the needs of students from diverse cultures and

backgrounds. 10. Quality Learning: engage students in learning by providing an interesting, challenging and relevant curriculum, using Quality Teaching skills and

processes. 11. Enriched Curriculum: broaden student horizons about a quality lifestyle through a broad range of curricula and extra curricular experiences and

opportunities. 12. Celebrating Success: build student self-esteem and school morale by celebrating success, rewarding commitment and acknowledging achievement. 13. Quality Facilities: provide a quality physical environment for both students and staff through ongoing enhancement of school facilities and the

physical environment.

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School Purpose and Agreed Priorities Our overall goal is to help each student maximise their personal growth in terms of academic performance and Life Skills outcomes. To achieve our goal, we focus on raising expectations among students and improving student and community engagement with the school. We create a school environment where students achieve academic success, develop social awareness and build self-esteem. Our purpose defines our eight school priorities areas which are aligned with NSW Department of Education and Federal government priorities. Our eight priority areas 1. Continuous Improvement in Student Academic Results 2. Better Student Outcomes through Quality Teaching and Learning 3. Increasing Student Retention through Quality Curriculum Engagement 4. Improving Student Performance through Increased Expectations

5. Meeting National Benchmarks for Aboriginal Students 6. Best Practice School Leadership and Management 7. Creating Positive Community Relationships 8. Building Better School Systems and Facilities

Explanations for funding and priority codes (as listed in the school plan - see over)

DET Planning Priorities Funding Source PSP/PAS Priorities National Partnerships Reform

1. Implement quality teaching strategies to ensure continuity of learning that is relevant, interesting, challenging

2. Ownership of, and responsibility for, high expectations of performance and engagement for all students

3. Build a culture of continuous school improvement and quality customer service

4. Improve the learning outcomes for Aboriginal students

5. Implement effective and timely student services practices to meet the needs of students, parents and schools

6. Build leadership capacity at all levels

7. Promote public education and the work of school communities

1. GBL : School Funds 2. DET : DET Tied 3. ABE : Aboriginal Education 4. PS/PAS : PSP / PAS 5. NPLS : National Partnerships 6. TPL : Professional Learning 7. VET : VET in Schools 8. ICT : Technology 9. FED : Federal Grant 10. EXT : External e.g. sponsorship

1. Improve student Literacy and Numeracy outcomes

2. Increase the level of student participation and engagement in learning

3. Improve the quality of teaching and learning

4. Raise the expectations of students, teachers, school executive, parents and caregivers

5. Develop and sustain a positive and inclusive school culture

6. Implement innovative approaches to staffing

7. Develop professional knowledge and build a culture of learning and continuous improvement

8. Strengthen partnerships with the community

1. Incentives to attract high performing teachers and Principals

2. Best practice performance management and staffing that articulates a clear role for Principals

3. Operational arrangements that encourage flexibility and innovation

4. Providing innovative and tailored learning opportunities

5. Strengthen school accountability 6. External partnerships with parents,

other schools, business and communities and access to extended services

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School Priority Area One: Continuous Improvement in Student Academic Results

Intended Outcomes (long term goals) Targets (to be achieved by 2013) • To improve all student School Certificate (SC)/HSC results to at least match

Like School Group (LSG) performance • To lift student performance in the middle and tops bands for the School

Certificate and HSC • To increase student Literacy and Numeracy achievements in Year 9 NAPLAN

in line with school targets as determined through regional analysis • To ensure all staff access professional learning to help achieve improved

SC/HSC, NAPLAN and school-based academic results

For combined band performance in both the School Certificate and HSC, reduce Band 1/2 to below 20% and increase Band 5/6 to above 20%

50% of subjects achieve the state mean or better in the HSC exam HSC band performance value added (combined performance across all

subjects) is 0.5 above the LSG average School Certificate LSG value added average for each subject is 0.5 above the

LSG average For each year group (10 to 12), at least 50% of students achieve grade A for

every subject on their five-weekly academic monitoring For NAPLAN Year 9 student literacy results :

- Band performance: 88% of students perform at or above min. standard (up from 79% at present - regional PSP target 87.8)

- Band performance: 12% of students perform into the Proficient bands (up from 8% at present - regional PSP target 11.9)

For NAPLAN Year 9 student Numeracy results : - Band performance: 88% of students perform at or above min. standard (up

from 83% at present - regional PSP target 87.0) - Band performance : 12% of students perform into the proficient bands (up

from 13% at present - regional PSP target 7.1) For all NAPLAN Literacy and Numeracy results:

- Across all bands, students perform up to the annual LGS standard - Expected average growth: students achieve to the annual LSG standard

All KLA teachers trained in, and making use of, the various data analysis tools to inform their teaching e.g. SMART 2, EMSAD data sheets

Indicators i.e. 2011 - one year target Strategies Reform/Priority & Fund Source

Budget ($)

For combined band performance in both the School Certificate and HSC, reduce Band 1/2 to below 20% and increase Band 5/6 by 5 percentage points above 2010 levels

At least 35% of subjects achieve the state mean or better in the HSC exam

HSC band performance value-added (combined performance across all subjects) equals the LSG average

School Certificate LSG value-added average for each subject is

1. Quality teaching: create a small Quality Teaching team, with a reduced teaching allocation, to implement strategies to impact positively on HSC/SC results across all KLAs:

- Staff will write an annual implementation plan which will be reviewed each term and they will meet regularly (2/3 times per term) as a collegial group to shared ideas on progress

- Staff will use a range of data tools (and reading on associated research) to establish goals for their classes. Focus on:

R4/NPLS

78 000

6


0.5 above the LSG average For each year group, there is a 10% increase in the number of

students gaining satisfactory or above every subject on their five-weekly academic monitoring

All KLA faculties are making use of data and an increased number of teachers report that they understand and use data to inform their teaching

Stage 6 writing program is being implemented in all HSC classes

More Year 11/12 students are accessing HSC tutoring After school homework centre is established Student numbers attending the homework centre justify its

continued operation Staff professional learning leads to improved skills and greater

classroom use of targeted Literacy and Numeracy strategies with their classes

For all NAPLAN Literacy and Numeracy results: - Across all bands, students perform up to the annual LSG

standard

- Lesson development related to student performance e.g. study skills; explicit teaching

- Student organisation: are students prepared for class; doing homework; using a homework diary; making the required effort with notebooks?

- More focus on regular contact with parents 2. Introduce the new Stage 6 (University of Sydney) Writing

project to improve Year 11/12 student writing skills - Initially the Quality Teaching team (see above) will complete

training and implement writing strategies in their classroom; these staff will then lead KLA based training with all HSC teachers

3. Increase student uptake of our HSC tutoring program - Expand the program to include Year 11; clarify guidelines with

staff; promote the value of tutoring with students and parents - Track individual students involved in tutoring to determine

their relative improvement (value-added) 4. Open an after-school homework centre to operate in the library

from 3 to 4.30pm Monday and Wednesday each week - Promote its value with student and parents - Monitor usage and evaluate student satisfaction to determine its

success 5. Five-weekly Year 10-12 academic performance monitoring:

evaluate and adjust how this is managed (and which staff are involved) to improve its impact as a tool for setting minimum performance standards for all Year10-12 students

- Consider introducing a term Year 10-12 academic monitoring report to parents

6. School Literacy team has two overall goals/roles: implement

specific Literacy strategies to address the needs of targeted students and ensure that explicit teaching of Literacy skills is embedded in all curriculum and all classrooms

- For specific targeted strategies (e.g. Reading Rescue, individual literacy intervention for high needs students), maintain the

R4/NPLS P2/PS/PAS P4/NPLS P1/PS/PAS

5 000 5 985 4 095 42 500

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- Expected average growth: students achieve to the annual LSG standard

For NAPLAN Year 9 student Literacy results: - Band performance: 82% of students perform at or above min.

standard (up from 79% at present) - Band performance: 9% of students perform into the Proficient

bands (up from 8% at present) In school-based Literacy testing:

- Significantly increased reading ages (by 12 to 24 months) and improved self-esteem and lesson engagement for participating students

- Improved reading fluency rates for targeted Year 7 students (>100 wpm for reading-age appropriate texts)

- Each Year 7 student reads at least five books per year from a variety of genres

For NAPLAN Year 9 student Numeracy results:

- Band performance: 85% of students perform at or above min. standard (up from 83% at present)

- Band performance: 12% of students perform into the Proficient bands (up from 13% at present)

cycle of continuous review, adjustment and improvement - Literacy team continues to lead all Year 7-9 teachers through

faculty-based professional learning on strategies to improve student literacy skills e.g. information literacy skills and student research/information-filtering skills; comprehension strategies; Bloom’s strategies to extend more able students

- The Literacy team will improve communication on NAPLAN results and our Literacy program goals including : - Review how the role, goals and targets of our Literacy team

teachers can be better linked to the work of KLA teachers; also consider what faculty programs can best deliver improved results

- Do more NAPLAN teacher professional learning so staff are clear about implications for their classroom teaching i.e. build a stronger culture around all staff making use of SMART 2 to inform their own Literacy teaching

7. Mathematics faculty to review and further develop initiatives to continue recent improvements in student Numeracy skills - all strategies are linked to NAPLAN analysis and consequent adjustment of the Years 7-9 Maths programs to focus on skills deficiencies

P1/PS/PAS

42 500

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School Priority Area Two: Better Student Outcomes through Quality Teaching and Learning

Intended Outcomes (long term goals) Targets (to be achieved by 2013) • To further develop and integrate Quality Teaching strategies into all classrooms

across a range of targeted focus areas • To facilitate student learning through improved teacher and student access to

technology which is faster, more accessible and more user friendly • To achieve higher level satisfaction with classroom teaching and learning as

reported by students, parents and teachers • To improve student co-operation (behaviour, attitude) and their focus on school

work in class (engagement) • To improve education outcomes for Special Education students through

enhanced curriculum and improved engagement

Each year an increasing percentage of students are more engaged and enjoying class more because their ICT skills have improved

For the School Certificate Computer Skills exam, 27% of students achieve highly competent (up from 19% - the 4 year average at present)

Teacher competence and confidence in their ICT skills increases annually Selective class students continue to rate their learning experiences highly and

School Certificate results continue to reflect this success Staff use of specific, differentiated learning strategies to extend more capable

students increases An increasing number of students in targeted classes (reduced class

size/engagement) report they are focused and working to their academic potential

Special Education academic and social skills curriculum are complete and being implemented with all classes in the Special Education unit

Indicators i.e. 2011 - one year target Strategies Reform / Priority & Fund Source

Budget ($)

Information and Technology Skills (ICT) Strong positive, quantitative and qualitative data from both

students and staff on the classroom use of ICT: - Increased teacher confidence in the classroom use of ICT - Expanding range of ICT strategies being used in classrooms - Increased use of wider variety of software - Evidence that ICT learning tools and interactive technologies

are improving student engagement and learning Each faculty produces a bank of resources that are accessible to

all staff At least 25% of students achieve Highly Competent in the

School Certificate Computer Skills exam

1. Continue to support staff professional learning to increase the

use of ICT and software packages in the classroom - maintain the focus on faculty-based TPL support - ICT areas of emphasis: electronic whiteboards; student laptops;

internet and information skills; Moodle to link student/teacher classroom work; connected classrooms

- To achieve this, provide staff with professional support: - Teacher technology mentor: to work for extended periods

with each KLA - Technology Support Officer: systems support, laptop issues

and troubleshooting - Computer Co-ordinator: to provide in-class technical

support and associated TPL

2. Continue to upgrade and maintain computer hardware and the school network; make the most effective use of our technology grants and hardware roll outs

R1/NPLS

52 000

9


Student Extension (for more capable, talented students) At least 70% of 8S students significantly improve in their Year 9

NAPLAN results Students participate in a range of in class and extra-curricular

extension and enrichment opportunities Year 7-8 selective classes receive high satisfaction ratings from

students, parents and staff Teachers report an increased capacity to extend more capable

students as reflected in an increase in the total number and different types of extension strategies being used in class

The number of students achieving Bands 5/6 in the School Certificate moves closer towards our 20% target

1. Continue the Year 7-8 selective class program : - Target students based on school testing for placement in the

selective class - Continue using a range of strategies to build student

expectations, attitude and performance e.g. special tasks, innovative student expo evenings

2. Maintain the student extension co-ordinator role : - Continue the email strategy offering staff many different ideas,

website links etc. to use with their selective classes - Initiate a structured and co-ordinated TPL program to further

up-skill selective class teachers; use surveys and tailored KLA-specific programs to engage staff

- Focus on higher order thinking skills, enriched tasks relating to Bloom’s taxonomy, differentiated curriculum; student centred ICT strategies

P2, 3/PS/PAS

8 500

Year 7 and 9 Class Engagement Reduced class size strategy, pre and post data shows: Staff and student class performance surveys:

- Positive trends in teacher/student interpersonal relationships - Improved student enjoyment and engagement with the

classroom curriculum 10% reduction in the number of students suspended over poor

classroom behaviour issues Significant number of students participate the incentive program For targeted classes, students levels and suspensions are lower

and more merit levels are awarded

Two key strategies are : 1. Reduced class sizes in Years 7 and 9 to achieve negotiated

classroom goals. (This strategy is directly linked to point 2, below.)

- Identify the potential gains in consultation with staff then each teacher must commit to help measure improvements due to the change in class size; this means further developing: - staff interpersonal relationships with students - classroom teaching and learning

2. Quality Teaching; create a small team with a reduced teaching allocation to implement strategies to impact positively on student engagement:

- Staff will write an annual implementation plan which will be reviewed each term and they will meet regularly (2/3 times per term) as a collegial group to shared ideas on progress

- Involve personal reflection on student engagement/behaviour-management and implement a range of strategies according to the needs of the class group: - Non adversarial classroom management; teacher

punctuality to class; focus on learning opportunities during student detentions; homework/parent communication

- Managing difficult students; focus on student relationships

P2, 4/PS/PAS R4/NPLS

51 000 88 400

10


and verbal non-verbal cues - Focus on student organisation; students prepared for class;

use homework diary; homework and notebooks complete - Making lessons more interesting, relevant, meaningful e.g.

for less able classes this means less focus on Outcomes and content and more engaging lesson methods

- Unitised curriculum; 5 week teaching units with students rotating from teacher to teacher

- More focus on regular contact with parents Special Education Students Annual Special Education faculty review shows : Continued development and implementation of Life Skills

curriculum, social skills and school to work initiatives Evidence of improved learning and engagement for students e.g.

more students involved in alternative Life Skills and Vocational activities; more students in mainstream electives; fewer behaviour issues; more merits; higher, positive staff satisfaction

Continue with the implementation of the Special Education faculty Strategic Plan. Areas of focus: - Use the Board of Studies Life Skills curriculum, leading to

more academic classroom programs - Improving teaching and learning outcomes particularly for

Literacy, Numeracy, and Technology - Further development of student social skills and School to

Work initiatives

R4/NPLS

15 600

11


School Priority Area Three: Increased Student Retention through Quality Curriculum Engagement

Intended Outcomes (long term goals) Targets (to be achieved by 2013) • To raise student retention to approach regional and state trends • To better meet the needs of all students through the development of a more

relevant academic and Vocational curriculum • To increase student participation in Vocational Education and School to Work

transition

Increase Year 10 to 11 student retention to 90% (current average is 80-85%) Increase Year 10 to 12 student retention to 70% (currently around 60%) Increase student participation in VET Stage 6 to 55% (currently around 40%) Increasing trends towards accessing shared curriculum and teacher

professional learning amongst local high schools Further develop School to Work transition programs to better cater for students

returning to school due to the rise in school leaving age Increase the number of IEC students who remain at school and work towards

maximising their academic potential


Budget ($)

Stage 6 Curriculum Development Students report increased satisfaction with the school

curriculum 5% increase in student retention from Year 10 to 11 in the first

year 5% increase in student retention from Year 10 to 12 in the first

year Student participation in School to Work and transition

programs increases by 10% Successful implementation of Content-endorsed courses,

English studies and the non ATAR maths course Students accessing TAFE, local businesses, traineeships and

apprenticeships increases significantly Students participating in VET subjects increases by 10%

1. Continue with an extra Stage 6 subject per line to support

curriculum breadth in our two distinct Stage 6 pathways (academic and vocational)

2. Further develop the non-ATAR vocational curriculum to better engage students not going to university (and address the rise in school leaving age). Current steps include:

- Introduce more Content-Endorsed courses; English Studies and the non-ATAR Maths course

- More focus on the School to Work transition i.e. Certificate I/II, increased student access to TAFE/local businesses; more student traineeships and apprenticeships

3. Improve Year 11-12 student engagement and retention: - Help Year 10 students make more realistic subject selections - Target Year 10 students who are leaving school to ensure they

have chosen an appropriate pathway

P4 P5/PAS

17 000

Targeted Student Engagement At least 40% of students involved in re-engagement strategies

continue school into the next year High student participation and engagement with the various

permaculture programs; 1st draft curriculum written

Withdraw targeted Years 8-11 students who are disengaged, for a short duration (1 to 3 periods) incentive program: - Eligibility depends on students meeting ongoing targets - Work in small groups on programs which foster individual

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Teachers observe improved classroom engagement and performance for targeted students

Improved attendance (above 90% for each student) and reduce Level 2/3 for targeted students by 20%

interests, skills and career ambitions Programs offered: Employ classroom teacher to deliver 1. Permaculture living classroom; focus on the permaculture

curriculum to support KLA goals, Stage 6 VET and environmental education

2. Garden art and ceramics 3. Construction and maintenance, including school and

community service 4. School to Work transition support; provide additional work

experience and support for vocational pathway choices 5. Additional school counsellor (male) to initiate Boys Mentoring

strategies; develop an anti-bullying program and deal with major, entrenched student issues; work with students at risk

P2 PS/PAS R3/NPLS R3/NPLS R3/NPLS R3/NPLS R3/NPLS

15 580 12 790 9 790 23 800 20 800 20 800

IEC Student Engagement and Support Intensive English Centre (IEC) students experience improved

academic and social outcomes after they transition into mainstream classes

Teacher release time to support IEC students in the transition from the IEC into mainstream classes: - Work with these students both individually and in groups - Initiate a whole school ESL policy, leading to programs for all

students and staff to aid the transition - Explore access to outside services/providers to further support

ex-IEC students in the mainstream

R3/NPLS

15 600

Combined Local High Schools Curriculum Consortium (known as Illawarra Partners in Education - iPie) In a number of subjects across the three consortium schools,

students are combined into a single class Student retention increases due to a broader subject choice A range of Vocational Education opportunities are shared

amongst students across the three schools An increasing number of Teacher Professional Learning

activities occur between the three schools Teacher feedback indicates that shared faculty KLA Teacher

Professional Learning has been a success

1. Continue developing joint iPie initiatives with Illawarra Sports

and Figtree High Schools; focus on: - Shared Stage 6 classes - Shared Teacher Professional Learning

2. Trade training Centre (TTC); appoint a co-ordinator to oversee

the implementation of our TTC programs: - Build Trade Training Centre - Joint vocational education initiatives between the three schools - Further build relationships with TAFE and local business

FED

1.2M

13


School Priority Area Four: Improved Student Performance through Increased Expectations

Intended Outcomes (long term goals) Targets (to be achieved by 2013) • To develop higher expectations among students by changing school culture

with regard to specific aspects of student management • To increase the quality of existing student welfare programs and add new

programs as the need arises, resulting in increased expectations • To create a less adversarial teaching and learning environment • To improve student achievement and learning outcomes by providing

incentives for students to learn

Teacher satisfaction and student class performance ratings are increasingly positive

Student discipline ‘levels’, suspensions, merits and absences are reduced significantly

Student lateness to school and class is minimised Student attendance improved to at least 88% for all years Students receiving merit levels rises to 20% over four years Student leadership is a more significant and high profile part of school

organisation Targeted students with individual learning needs demonstrate improved

engagement and achieve better education outcomes


Budget ($)

Attendance and Punctuality Student punctuality to school is improved by 20% Student attendance is improved by 2%

1. Attendance strategies: - Review and improve current strategies - regular phone contact;

managing truancy and school refusal issues - Evaluate the impact of students repeating a year due to poor

attendance (90% rule) - Initiate positive reinforcement strategies for good attendance - Introduce SMS messaging to parents for immediate notification

of absenteeism 2. Punctuality to school and to class: - Continue to apply consequences for students who are late to

school and class (3 minute rule)

P4/PS/PAS R6/NPLS

17 000 2 000

Student Leadership High student nominations for the annual SRC elections SRC organises and runs regular form meetings to discuss school

issues Students make more requests for school improvements through

the SRC

Expand the role of the SRC and increase its prestige: - Promote the role of the SRC by improving communication with

the rest of the student body - Encourage the SRC to becomes more involved in school

projects and decisions - Focus the SRC on leading and organising more high profile

student based school projects

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School Discipline and Merit Systems All staff are more proactive and take a more central role in the

consequences for poor student behaviour Reduction in students reaching Levels 2 and 3 by 5% each year Student suspensions decrease by 5% without changing current

school expectations Students receiving merit levels increases by 10% 10% decrease in student Register of Individual Student Contract

(RISC) entries relating to unacceptable classroom behaviour and poor academic performance

Improve student management systems: 1. Review and adjust the current student ‘levels’ system: - Introduce a new, less adversarial ‘level’ system - Introduce a new discipline monitoring card and detention

system for use by teachers and faculties 2. Revitalise the current merit system to create more merit levels

and improve recognition and incentives 3. Uniform: - Tighten uniform management and reinforce the use of

sanctions, especially for Year 10-12 students

Incentive Excursions Linked to Student Performance Due to good classroom performance, a significant number of

students participate in the various incentive excursions

Introduce incentive excursions to encourage improved student performance; run two excursions per term for Years 7 and 8, one per term for Year 9 (Wk 8), plus a Year 7 camp

R4/NPLS

20 000

Year Advisers Role All year advisers give positive feedback about the changed

structure of their role

Negotiate a changed role (philosophy) for the year advisers: - Take on a larger role in student pastoral care aligned with a

reduction in discipline management - Co-ordinate the positive, non-adversarial initiatives linked to

student performance e.g. incentive excursions

Learner Support Student performance data indicates that each of these roles is a

success Positive School Learning Support Officer (SLSO) evaluation

data indicates that students are more effectively supported in the classroom

Maintain support systems for all students with specific welfare and learning needs : 1. Head Teacher Welfare; responsible for co-ordinating student

welfare and discipline systems - Oversee ongoing systems reviews to better address student

needs and source alternatives for targeted students 2. SLSO support : - Provide better communication about the SLSO role - Improve student learning and engagement through individual

support for identified students

3. School Learning Support Teacher - Implement programs dealing with behaviour, autism, language,

P6/PS/PAS

32 000

15


motor and communication skills - Up-skill staff to develop strategies to address special needs

students

16


School Priority Area Five: Meeting National Benchmarks for Aboriginal Students

Intended Outcomes (long term goals) Targets (to be achieved by 2013) • To strengthen the identity and self-esteem of Aboriginal students • To improve focus and goals achievement for Aboriginal students • To meet national benchmarks for Aboriginal students in terms of academic

performance (Literacy, Numeracy), attendance and retention • To build a culture where Aboriginal parents, community and the school

become close partners in the education process • To co-ordinate special program for Aboriginal students

National benchmarks for all Aboriginal students are met: attendance, retention, and academic performance (Literacy, Numeracy skills, SC/HSC)

For Year 7-9 students, improved post-test performance in Literacy and Numeracy

Cultural awareness, increased self-esteem and cultural knowledge is much stronger for Aboriginal students

Relationships and communication between Aboriginal students, parents and the school have a positive impact on student outcomes


Budget ($)

Improve NAPLAN results for Aboriginal students: - 20% of Year 9 Aboriginal students show as Proficient in

Reading and Writing and Numeracy at Bands 9 and 10 - Less than 40% of Year 9 Aboriginal students at or below

Minimum National Benchmarks (Band 5 and 6) for Reading, Writing and Numeracy

Increased number of Aboriginal parents involved in their child’s learning and school activities

For Aboriginal students, improved indicators across a range of variables: attendance, school completion; more merit levels; fewer suspensions

Every teacher is aware of Aboriginal students’ PLPs and has implemented associated classroom strategies

1. Increase staffing resources available to co-ordinate Aboriginal

education initiatives: - Employ an Aboriginal Education SLSO - Aboriginal Education student co-ordinator 2. Build Aboriginal student self-esteem and engagement: - Implement student PLPs and use these to involve staff in

achieving student targets - Use SLSO support to implement Literacy, Numeracy and social

goals for Year 7-10 students - Foster student participation in cultural, sport and leadership

initiatives at school and in the community 3. Run regular focus group meetings (at least two per year) with

Aboriginal parents to increase parent engagement, involvement and support

4. Use the Literacy Team and SLSO support to withdraw targeted

students for intensive Literacy skills development

R1/NPLS

5 200

17


School Priority Area Six: Best Practice School Leadership and Management

Intended Outcomes (long term goals) Targets (to be achieved by 2013) • To improve school leadership in co-ordinating and supervising roles as

reflected in more effective program delivery, especially related to visible improvements in student performance and management

• To successful monitor faculty Teaching and Learning programs, to ensure school and faculty goals are achieved

Qualitative staff data indicates school leadership is increasingly effective and having a positive impact on school performance

Staff satisfaction and evaluations on the success of faculty initiatives are increasingly positive

All Head Teachers successfully participate in school-based professional learning programs which meet their individual leadership needs

More teachers are proactive and focused on improving their performance Higher levels of satisfaction with classroom teaching and learning as reported

by students and parents


Budget ($)

School Executive Leadership Positive qualitative staff data indicate all executive staff are

effective and having a positive impact on school performance High success rate in faculty planning outcomes Head Teachers report that they are more effective in their role

1. Introduce new executive positions to improve school

management and program delivery: - Second Deputy Principal with shared and equal overall

responsibility for school management - KLA Head Teacher to support in the Deputy position - Head Teacher Teaching and Learning to implement new

programs and associated staff professional learning 2. Initiate leadership professional learning for all Head Teachers

who will share ideas in small collegial groups about faculty leadership and managing STARs at a faculty level

3. Provide all Head Teachers with more time to improve the quality of faculty leadership and whole school leadership roles

P6/PS/PAS P6/PS/PAS R2/NPLA R1/NPLS

66 000 32 000 35 800 52 000

Staff Performance, Workplace Roles and Responsibilities 60% of all school professional development funds continue to

be focused on faculty goals New STARs and EARs processes successfully negotiated and

implemented with all staff Staff supervision leads to the successful implementation of

significant new programs Teachers continue to report high level satisfaction with school

1. Negotiate a revised annual teacher assessment and review

process for teachers (STARs) and Head Teachers (EARs) based around current school plan classroom goals

- Increase teacher self-reflection and encourage staff to work co-operatively e.g. lesson observation, student surveys

- Complete term progress reviews with all staff - Negotiate role statements for staff with specific responsibilities

18


and their work

2. Negotiate changes to school organisation for Teacher

Professional Learning (mainly small groups)

3. Use a range of staff welfare strategies; recognition and incentives to maintain high staff morale e.g. staff appreciation awards; local and state education awards; staff social events

Assessing Program Performance Implement a range of quantitative and qualitative instruments

including measures for student attendance; student ‘levels’ and suspensions; student merits; Literacy; Numeracy; technology usage; student extension strategies; staff satisfaction survey; student class performance survey

Data and subsequent analysis done according to the DET timelines

- Design baseline and final data analysis systems (evaluation),

plus ongoing monitoring, to inform ongoing school planning - Develop clear timelines for the various baseline and post test

data instruments - Employ data management and systems administration support

R5/NPLS

16 000

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School Priority Area Seven: Creating Positive Community Relationships

Intended Outcomes (long term goals) Targets (to be achieved by 2013) • To improve community perceptions about our school • To increase parent engagement in support of their child’s education by

encouraging parent and community participation in school programs and operations

• To further develop Community of Schools programs so they continue to engage students and offer high quality student outcomes

Year 7 enrolments increase from 69% (at present) to 75% of potential enrolments from local primary schools

Parent focus group meetings lead to improved student outcomes through better communication between parents and the school

36% of parents attend parent/teacher night (up from 18% at present) 25% of parents are involved in school events (up from 10% at present) 50% of parents are linked to the school by SMS and email (up from 0%) Increasingly positive qualitative data for both parent and community

perceptions and community of schools programs


Budget ($)

Communication, Promotion and Parent and Community Links Year 7 enrolments increase to 71% (up 2% on 2010) Parent focus group meetings held each term for each identified

parent community group At least one parent forum organised each term 6% increase in parents attending parent/teacher night 15% of parents are involved in school events 15% of parents are linked to the school by email/SMS Positive qualitative data relating to parent and community

perceptions and Community of Schools programs

1. Improve student outcomes through increased parent and

community engagement: - Continue our staff/community liaison and school development

position(s); role focus is on attendance, promotion, facilities development, events management, community and business links

- Organise parent education forums with guest speakers and hands-on workshops to help parents understand student learning needs and how to manage teenage issues

- Organise parent/community focus group meetings to discuss their child’s education; include students in these meetings

- Explore technology such as websites, email, mobile phone to enhance communication with parents

2. Improve student outcomes and raise our profile and reputation

by continuing to build community relationships: - Maintain local business sponsorship and support - Continue to seek media coverage to highlight student and

school achievements - Continue to support the Saturday Vietnamese School - Clarify the purpose and role of the P&C

R6/NPLS R6/NPLS

36 800 500

20


Warrawong Community of Schools Positive student evaluation of the Yr 6-7 transition curriculum Principal feedback indicates high quality student outcomes

across each program

Continue to evaluate and improve Community of School programs: - Joint Year 6-7 curriculum; Year 6 Literacy linkages; Years 5-7

Open night and disco; primary school visits; Education week concert

- Maintain close communication ties and hold regular meetings between the Principals to co-ordinate programs

WACKI Short Film Festival A variety of quality movies produced (including Claymation)

leading to a highly successful film festival Significantly improved film quality through a focus on areas

indicated through external judging from last year’s festival Improved student visual literacy and film making skills in

writing, producing and editing films

Organise the 8th annual WACKI short film festival : - Enter other film festival competitions - Implement Literacy learning strategies associated with visual

literacy and film making - Initiate a Year 8 Claymation movie unit in Stage 4 TAS classes - Involve staff and students in professional learning to improve

film production techniques

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School Priority Area Eight: Building Better School Systems and Facilities

Intended Outcomes (long term goals) Targets (to be achieved by 2013) • To improve staff morale and student respect for the school, by providing 21st

century teaching facilities and a cleaner, more pleasant physical environment • To make the school website and intranet more accessible and user-friendly,

leading to increased use by students, staff and the community

The sports COLA, outdoor kitchen classroom and permaculture gardens and any additional new facilities used to their full capacity

Canteen sales increase by 10% per year because more appealing healthy food is being offered

Better website and software systems lead to reduced staff workloads and more efficient access to data


Budget ($)

School Facilities and Grounds Successfully access Federal and State grants to improve school

facilities All new facilities opened and in use Increased canteen sales (while still adhering to healthy canteen

guidelines) Environmental education has a higher profile in the classroom

and in extra curricula programs

- Finish current projects: sports COLA; water and solar systems;

outdoor kitchen classroom; permaculture gardens; landscaping - Continue to paint and improve classrooms and corridors - Plan further upgrades: back courts; student toilets;

agriculture/machine shed; gym/hall; car park - Review progress and further develop canteen operations e.g.

product range, signage, student and parent helpers - Complete the school environmental management plan

School Website, Intranet and Data Management Increased access to our school website School intranet, data bases and report software are all working

more efficiently Quality semester reports are being provided to students and their

parents

- Continue developing the new school website; train more staff in

its use and how to maintain the website - Redesign the school intranet to make it user friendly and create

links to the school website - Align school databases to make our systems more efficient and

effective - Improve school reports through a review of outcomes, teacher

comments and software operations

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