2016 Annual Implementation Plan: for Improving Student Outcomes 5153 Verney Road School 2016
Based on Strategic Plan 2015 - 2018
Endorsements
Guide to developing the Annual Implementation Plan: for Improving Student Outcomes
To focus effort where it is most needed, four priorities have been identified for the entire Victorian
government school system. The four priorities are:
Excellence in teaching and learning
Professional leadership
Positive climate for learning
Community engagement in learning.
Six evidence-based initiatives assist schools to identify and utilise the most effective, relevant and
evidence-based strategies that when implemented with consistency and depth help drive improved
student outcomes. The initiatives are associated with the four state-wide priorities, in the following
way (please refer to the Framework for Improving Student Outcomes: Guidelines for schools):
Priority Initiatives
Excellence in teaching and
learning
Building practice excellence: Teachers, principals and schools will work
together
Curriculum planning and assessment: School will embed a culture of
curriculum planning, and assess the impact of learning programs, adjusting them
to suit individual student needs
Professional leadership Building leadership teams: Schools will strengthen their succession planning,
develop the capabilities of their leadership teams in using evidence
Positive climate for learning Empowering students and building school pride: Schools will develop
approaches that give students a greater say
Setting expectations and promoting inclusion: Schools will work across their
communities to implement support to health, wellbeing, inclusion and
engagement of all students
Community engagement in
learning
Building communities: Schools will strengthen their capacity to build
relationships with the broader community by partnering
To guide the development of the 2016 Annual Implementation Plan: for Improving Student
Outcomes (AIP) schools will work with support from Senior Education Improvement Leaders (SEIL)
to conduct an annual evaluation of student outcomes data against the targets set in their School
Strategic Plan. Schools then diagnose the issues requiring particular attention and select one or
more initiative.
Principal and teacher performance and development plans include explicit links with the AIP and the
School Strategic Plan. This ensures a line of sight from school improvement priorities and initiatives
to each individual’s plan. The Guidelines provide further context and detailed information to support
this work.
Endorsement by
School Principal
Signed
Name Janet Gill Kirkman
Date: 16.02.16
Endorsement by
School Council
Signed:
Name Joanne Sizeland
Date: 16.02.16
Endorsement by
Senior Advisor
Signed
Name Jennifer Small
Date 17/03/16
Summary page: the school’s priorities and initiatives
Tick the initiative/s that the school will address in its Annual Implementation Plan: for Improving Student Outcomes.
Priorities Initiatives
Excellence in teaching and learning Building practice excellence
Curriculum planning and assessment
Professional leadership Building leadership teams
Positive climate for learning Empowering students and building school pride
Setting expectations and promoting inclusion
Community engagement in learning Building communities
Initiatives Rationale:
Explain why the school, in consultation with the SEIL, has selected this initiative/s. Please make reference to the evaluation of school data, the progress against SSP targets, and the diagnosis of issues requiring particular attention.
Positive climate for learning ~ Empowering students and building school pride. 2015 Staff Opinion Survey (SOS) indicates a notable downturn in shielding & buffering (distractions
and intrusions) which interfere with daily teaching and learning. VRS score is 46.22 whereas all Special Schools score is 66.21 Staff feedback and SWIS behavioural data note a huge upswing in SWIS reports for Tier 3 students in the Middle Years Unit. The setting up of a Tier 3 Transition Student Engagement class in the Senior wing is designed to improve the
engagement of these students and to improve the learning climate for all the Middle Years’ classes.
Excellence in Teaching and Learning ~ Building practice excellence. A key priority in our SSP is ‘Create a structured Augmentative and Alternative Communication (AAC) process that embeds AAC practices/skills/strategies and benchmark data to improve the capacity of students to communicate.’ This is to ensure that every student at VRS can participate in the
learning process and ensure each has a communication pathway. This is year 2 of a 4 year plan. Progress is being made in the use of AAC to support learning and communication, but ongoing progress and training is vital for staff, students and families.
Professional Leadership ~ VRS applied for and received EFT 1.0 teacher funding to participate in the Specialist Maths and Science Training program. Two 0.5 teachers have been appointed. A key priority for 2016 is to change over from the Hume Curriculum to the Victorian Curriculum in Mathematics. Maths/ Science specialists will support the coaching, mentoring and team teaching of all teachers in Mathematics in 2016. A Mathematics Instructional model will be implemented.
Key Improvement Strategies (KIS)
List the KIS that are linked to this initiative/s and will be scaled up. This could include existing KIS from your SSP or new ones identified through the evaluation of student outcomes against SSP targets and the diagnosis of issues requiring particular attention. KIS may be specific to one outcome area or applicable across several areas.
Initiative: KIS
Excellence in Teaching and Learning ~ Building practice excellence
~ Curriculum Planning and Assessment
Build staff capacity in AAC (Augmentative & Alternative Education) strategies to ensure all students participate in communication and the learning process.
Implementation of DET Specialist Mathematics and Science Program to coach, support and team teach in classrooms in the area of Mathematics and to build a VRS Mathematics
Instructional Model.
Implementation of Victorian Curriculum Mathematics A –3 Increase focus on moderation of student skills to ensure consistency of teacher judgments by triangulating student data. Extend teacher capacity to use assessments
effectively to drive relevant SMART goal setting for 6 month periods.
Positive Climate for Learning~ empowering students and building school pride
Professional Leadership~ Instructional and shared leadership
To create a Tier 3 Student Engagement class to decrease staff and student distress in the Middle Year’s Unit to ensure daily, uninterrupted teaching and learning can
occur.
Opportunity to provide guaranteed teaching time through developing and enacting shielding and buffering policy.
To embed the Leading Teacher role as teaching and learning leaders who oversee the planning cycle, have a weekly classroom presence, complete classroom
observations and train and support new staff.
To introduce the new ESS performance and Development framework incorporating SMART goals, strategies and an evidence base.
Embed leadership / peer observations that use the Elmore Model (2010) across the school and ensure regular, quality feedback on teacher performance.
Community Engagement in Learning ~ Networks with Schools services and agencies.
Investigate and implement the Strengthening Pathways Planning for senior students to foster independence and increase student participation in further education,
training and post school employment.
Positive Climate for Learning~ Health & wellbeing / Intellectual engagement and self-awareness.
Investigate Individual Learning Plan frameworks for one format for SMART Goals, behaviour strategies and attendance
To build a therapeutic program for students with extreme sensory needs to maximise their learning opportunity
Annual Implementation Plan: for Improving Student Outcomes
ACHIEVEMENT
Goals
[insert from SSP]
To improve all learners
communication, literacy and
numeracy skills.
Targets [insert from SSP]
To increase in 2015 and annually each team leader’s classroom presence, through modelling, team teaching or classroom
observations at least twice weekly.
To increase to 90% the number of students achieving a score of 3 or 4 for their SMART goals in English, Mathematics and
Communication.
75% of the students able to be assessed will advance 1 or more reading levels as assessed by Running Records from Dec 2015 to
December 2016
By the end of 2015 and annually every student with complex communication needs will have an individualised goal relating to
their AAC objectives.
To increase the percent endorsement of shielding and buffering in the Staff Opinion Survey from 38% to 52% (All Special Schools 2014) during the period of the Strategic Plan.
12 month
targets
IMPROVEMENT DATA:
% Score of 3, 4 or 5in SMART
Goals
Early Years-
2015 84.9%
2016 85%
Middle Years
2015 74.51%
2016 85%
Senior Years
2015 83.02%
2016 85%
Reading levels- % of tested
students who advanced 1 or
more levels (Running Records)
2015-Dec
EY- 39%
MY- 59%
2016 Dec
EY- 44%
MY- 64%
Staff Survey
Percent Endorsement of
shielding and buffering
Feedback
2015- 46.22%
2015- 80%
2016 – 50.00%
2016- 85.00%
KIS ACTIONS:
what the school will do
HOW the school will do it
(including financial and human resources)
WHO has responsibility
WHEN timeframe for completion
SUCCESS CRITERIA: Markers of success reflecting observable changes in practice,
behaviour, and measures of progress
Build staff capacity
in AAC
(Augmentative &
Alternative
Communication)
strategies to ensure
all students
participate in
communication and
the learning
process.
Speech pathologist with AAC
background consults at VRS two days
per term to train, model and observe
staff using and improving with AAC.
Employ Haylee Parfett – Speech
Pathologist every term to teach, model,
observe and support AAC practice
improvement. $9200 + accommodation
$ 1500 from Equity Funding.
JGK, Merryn Saraiva,
Team leaders.
2 days consultancy
visit every term.
Staff will continue to trial AAC tools including Key Word Sign, ALD
and PODD to ensure all students participate in the learning /
communication process.
Whole school professional learning
day.
Communication team provide termly ,
practical, after school PD.
Pupil free day. $ 2000- Professional
Learning.
Curriculum Focus groups will meet, plan
rotation activities and implement
JGK, Communication
Team
Communication
Team.
Week 4, Term 1,
2016.
Term 2, 3, 4.
Classroom/whole school observation showing use of AAC e.g.
PODD’s/ALD’s
A 2016 Development Plan is created
including specific school goals, budget,
implementation plan,
Planning in conjunction with Consultant (
Haylee)
JGK, Merryn Saraiva,
Lauren Daws.
Draft 1st stage plan
by end of 2015.
2016 Development Plan guides planning and priority
implementation.
Parent / carer training
Each termly consultant visit parent
training will be offered to group or
individual families, depending on
individual need.
Haylee P, Merryn,
Lauren
Each term
individual or group
parent training
10 families receive individual training on PODD use, 15-20
families attend group training on AAC
Haylee Parfett implementation
team meets regularly to plan
term course of action in terms
of modelling, observing.
Allocation of CRT funds to provide
observation time for staff to see Haylee
and class teachers model AAC ($2000)
JGK, MS, JT, JW, AH,
LD
Each term 2016 Consultant visits planned ahead with timetabled action of
modelling and classroom observations.
Dewar and Somers assessment or Communication Matrix to
show progress in emergent and mastered language practices.
Increase focus on
moderation of
student skills to
ensure
consistency of
teacher
judgments by
triangulating
student data.
Extend teacher
capacity to use
assessments
effectively to
drive relevant
SMART goal
setting for 6
month periods.
Improve moderation practices of
Assessment data, work samples to
drive planning, goal setting and
teaching in English and Mathematics.
Approach a best practice school in using
assessment to drive planning and
teaching to model practise to VRS team
leaders.
Adapt Unit meetings to include
moderation of assessment for focus
students to drive planning and teaching.
Wilmot Rd.
STGRPS
JT, JW, AH.
End term 1
Term 2, 3, 4.
Unit Meeting minutes showing teachers sharing assessment
data of focus students with team. Agreed strategies for future
planning and teaching. Increased use of assessment and work
samples to drive planning and teaching.
Documentation that teacher judgements are evidenced
based. Teachers will select achievable 6 month SMART
goals from English and Mathematics goal banks in line
with the Victorian Curriculum.
Implementation
of Victorian
Curriculum
Mathematics &
English A – D
Implement changed Mathematics and
English Curriculum from Hume Region
Curriculum to Victorian Curriculum.
Unit representatives attend PL in
Melbourne. CRT X 5 days -$1500 DET
funding
Whole School PL re changes
Adapt checklists to match Victorian
Curriculum
Adapt Tracking system to encompass Vic
Curriculum. ($3000)
Revise the Hume Region’s Special School
Placemat to Create a VRS Mathematics
Instructional model
MS, KD, DA, AH, JGK
AH
AH
Advance
Leadership team/
staff
Feb 2016
Term 2 2016
By term 4, 2016
Planning documents reflect teachers use of the Victorian
Curriculum.
Teachers opt for semester Maths and English goals from goal
banks, based on assessment outcomes.
Teachers assess using checklists based on the Victorian
Checklists
To increase to 85% the number of students achieving a
score of 3 or 4 for their SMART goals in English,
Mathematics and Communication, each semester.
The VRS Mathematics Instructional model implemented and
feedback given on the model execution in classroom
observations. ( with support of Mathematics Specialists- see
below)
Implementation
of DET Specialist
Mathematics and
Science Program
Implement the DET Maths / Science
Specialist Program incorporating the
teaching of the Victorian Curriculum,
coaching ,mentoring and support of all
teaching staff to plan for and
implement the Victorian Curriculum in
Mathematics and Science
Appointment of 2 x 0.5 teachers $88000
from DET
Interview of replacement staff of the
Specialists
Arrangement of two specialists to Job
share one class
Appointment of consistent replacement
teacher during Specialist’s Training in
Melbourne (10 concurrent days)$3000
from DET
Specialists’ Action Plan for 2015
completed after February training.
Classroom involvement and support
commenced in Mathematics.
Intake Assessment and data completed
VRS Specialist Team forms network
partnership with Specialists from
Bourchier St School
Kelli, Colette
JGK, panel
JGK & Leadership
JT.
Kelli, Colette (
overseen ~ AH, JGK)
KD, CB.
KD, CB.
2105
2015
2015
2015
End term 1, 2016
Term 2, 2016
End Semester 1.
@ Term 1 training.
Increase in Mathematics Intake data taken at the
commencement of the Specialist Program. ( After February
training program we will have clear understanding of the data
sets that will be used for pre – program and post assessment.)
By the end of 2016 at least 10 class teachers will have had
consistent classroom support in the planning and explicit
teaching of the Mathematics Victorian Curriculum.
By the end of 2016. A VRS mathematics instructional model will
have been agreed on by all staff for consistent implementation
in 2017. (This will be trialled in 2016).
Network partnership established with neighbouring school,
Bourchier St PS who are also participating in the Maths /
Science Initiative.
Further embed
leadership / peer
observations that
use the Elmore
Model (2010)
across the school
and ensure
regular, quality
feedback on
teacher
performance.
Enable leadership / peer observations
that use the Elmore Model (2010)
across the school and embed regular,
quality feedback on teacher
performance
Every term, every teacher will be
observed by a member of the leadership
team and by a colleague. The Elmore
Model will be used to observe. Team
leaders will release teachers for Peer
Observations.
New staff to be trained in the observation
model
JT, JW, AH, PD, JGK
JGK
Term 1,2,3,4, 2016
Term 2
The VRS Instructional model guides feedback for observations.
Consistency of teaching practise is noted in written feedback
Maintain feedback variable of Staff Opinion Survey (SOS) at or
above the 2015 score of 80.0
To embed the
Leading Teacher
role as teaching
and learning
leaders who
oversee the
planning cycle,
have a weekly
classroom
presence,
complete
classroom
observations and
train and support
new staff.
Structure shared planning times for teams every term lead by team leader.
Team leaders will have a weekly classroom
presence modelling, team teaching with teachers from the Team. Leaders will record their weekly evidence base of classroom visits.
Provide 2 hours’ time release for teams of
teachers to plan together in English and
Mathematics using the Vic Curriculum
and assessments and school based
planning frameworks lead by the Unit
leader. ( 4 hours per term 19 classes =
$5120)
Team leaders will prepare a plan of
classroom presence and present at Unit
meeting weekly
JT, JW, AH Term 1- 4
Term 1- 4
Small shared planning teams established. Frameworks for
overall planning established. Teachers released with leader to
plan together twice a term.
Team leaders inform team of their classroom presence weekly
at Unit meeting email classroom presence evidence to principal
termly.
Team leaders model, team teach elements of the VRS
Instructional model when in classrooms.
Annual Implementation Plan: for Improving Student Outcomes
ENGAGEMENT
Goals [insert from SSP]
To provide for all learners a
learning environment that
fosters resilience and
lifelong learning enabling
students to be active
participants in family and
community life.
Targets [insert from SSP]
To decrease Year 11 average absence from 35 days (2013) to 25 days (2017).
To decrease Year 12 average absence from 28 days (2013) to 18 days (2017).
To decrease Foundation-Year 10 average absence from 12 (2013) to 7 days (2017).
To increase the percent endorsement of School Climate: Academic emphasis from 58% to 65% in the Staff Opinion Survey during
the period of the Strategic Plan.
To increase the percent endorsement of School Climate: Trust in students and parents from 40% to 55% in the Staff Opinion
Survey during the period of the Strategic Plan.
12 month
targets REDUCE DAYS ABSENT Yr 11 Absence 2015- 19.68 2016- 16 days
Yr 12 Absence 2015- 25.52 2016- 22 days
F – Yr 10 2015- 15 2016- 12 days
STAFF SURVEY
Percent Endorsement Academic
emphasis
2015- 54.0%
2016- 57%
Percent Endorsement Trust in students
and Parents
2015- 36.3% 2016- 38%
Staff Safety and Wellbeing
2015 60.6% all staff
55.4% Teaching
2016 -above 2015
IMPROVED ATTITUDES TO SCHOOL SURVEY
Student Safety
2015
3.58 ( Yr 5/6)
3.88 (Yr 7-12)
2016
Above 2015
Teacher Effectiveness
2015
4.30 ( Yr 5/6) ,
4.39 ( Yr 7-12)
2016
Above 2015
Student Distress
2015
4.90 (Yr 5/6)
4.63 ( Yr 7-12)
2016
Above 2015
Connectedness to peers 2015
4.03 (Yr 7-12) in 2016.
2016
Above 2015
KIS ACTIONS:
what the school will do
HOW the school will do it
(including financial and human resources)
WHO has responsibility
WHEN timeframe for completion
SUCCESS CRITERIA: Markers of success reflecting observable changes in practice,
behaviour, and measures of progress
To create a Tier 3
Student
Engagement
Middle Year’s
Class to decrease
staff and student
distress in the
Unit to ensure
daily,
uninterrupted
teaching and
learning can
occur and to
ensure
engagement and
wellbeing of Tier
3 students.
To appoint classroom teacher
and two x ESS with strong
student engagement capacity
1 X ESS appointed using Equity funding
0.5 of fulltime teacher financed with
Equity funding. ($41 000)
JGK and merit based
panel
End of 2015
Improved attendance of sample Tier 3 students including
MMcSh,
To select student group based on
highest incidence of 2015 SWIS
data in Middle School.
Evidence based selection of student class
group based on 2015 SWIS data
JW, JGK
End 2015
Decrease SWIS entries from semester 2 2015 to Semester 1,
2016
WM - MMcSh- SW- BF- AH-
Improved ATS Survey as per data- Student Safety, Teacher
Effectiveness, Student Distress
To provide support to newly
created class with Leading
Teacher (0.2 weekly)
LT appointed with designated weekly
teaching responsibility 0.2
Jesse Whittaker (LT)
1 day X weekly for
2016
LT timetabled to teach weekly. LT explicitly models planning,
engagement and teaching strategies on a weekly basis.
Social worker to provide weekly
intervention social skills program.
Social Worker designs and implements
social skills / intervention programs and
has a weekly presence in MY Tier 3 class.
Darren Miles (SW)
1 X weekly for
2016
Connectedness to Peers of ATS improvement as per data
Planning team (teacher & LT) to
prepare 5 weekly project based,
student engagement learning
plans, based on assessment data,
as per the school assessment
schedule.
2 Hour CRT release x 4 terms ($640)
Merryn Saraiva,
Jesse Whittaker
1 x term for
overview planning
& weekly planning.
Planning Framework trialled. Overview planning termly, weekly
planning placed on school intranet
Individual Learning Plans,
Behaviour Support Plans, SMART
goals determined for each
student in partnership with parent
/ carer.
2X SSG days, SMART goals, ILP’s BSP
are prepared for discussion with parents /
carers.
Merryn Saraiva,
Jesse Whittaker
Each semester
The percent endorsement of School Staff Safety and Wellbeing
in the SOS improves from 60.6% ( all staff ) and 55.4%
( teaching staff)
Tier 3 Referral team including
psychologist, social worker, AP
plan for individual intervention
and support of ‘in need’ students
to ensure wellbeing and family
support.
Tier 3 Referral team meets weekly.
Robyn McCully
Darren Miles
Prue Dobson
Weekly.
Students in crisis receive services, wellbeing and family support
Functional Behaviour Assessment
training
(Tier 3 classroom may have flexible,
fluid enrolment, where students are
placed in times of crisis.)
CRT for 6 people PD, DM, JW, MS, RE,
MT
1 day
, Training complete
Investigate and
implement the
Strengthening
Pathways
Planning for
senior students to
foster
independence and
increase student
participation in
further education,
training and post
school
employment.
Research and implement opportunities for select students to participate in SBA’s, traineeships and broader work experiences in both assisted and mainstream workplaces.
0.2 of Senior leadership time will be
allocated to Pathways and Transitions. (
$20860 as per SRP)
Work experience opportunities
throughout the year.
Janine Thorne
Senior Team
Term 1-4
Term 2-4
At least 2 students participate in post school employment
(mainstream)
Every student leaves VRS with a designated pathway to
supported employment.
MIPS Plans completed and upgraded throughout the Senior
Years.
On Track survey permissions completed. On Track data
implementation complete.
Annual Implementation Plan: for Improving Student Outcomes
WELLBEING
Goals
[insert from SSP]
To improve the students’ ability
to regulate their attention and
emotional state.
Targets [insert from SSP]
To improve the Student Distress variable from 4.62 to 5.95 for Years 5-6 students over the period of the Strategic Plan.
To improve the Student Safety variable from 3.47 to 4.30 for Years 7-12 students over the period of the Strategic Plan.
To decrease the Student Challenging Behaviour incidents reported on Edu- Safe from 33% to 20% over the period of the Strategic
Plan
Decrease the total SWIS reports detailing major behaviours annually recorded in SWPBS over the period of the Strategic
To use data to identify and target interventions to reduce major behaviours for either location, times of the day or specific students over the period of the Strategic plan.
12 month
targets IMPROVEMENT IN ATTITUDE TO SCHOOL SURVEY.
Student Distress (ATS) 2015
5/6 4.90 7-12 4.63
2016
5/6 5.05 7-12 5.0
Student Safety (ATS) 2015
5/6 4.39 7-12 3.88
2016
5/6 4.50 7-12 4.0
IMPROVEMENT IN SWIS DATA
SWIS Reports- Major (frequency) 2015- 1,145 2016- down 5% to 1087
IMPROVEMENT IN EDUSAFE DATA
Student Challenging Behaviour
Incidents EduSafe
2015- 35% 2016- 30%
IMPROVEMENT IN STAFF OPINION SURVEY DATA.
Staff Opinion Survey
Shielding and Buffering
2015 - 31% (all Special Schools)
2016- 40% (all Special Schools)
KIS ACTIONS:
what the school will do
HOW the school will do it
(including financial and human resources)
WHO has responsibility
WHEN timeframe for completion
SUCCESS CRITERIA: Markers of success reflecting observable changes in practice,
behaviour, and measures of progress
Investigate
Individual Learning
Plan frameworks
for one format for
SMART Goals,
behaviour
strategies and
attendance
Research various PASS schools ILP formats to
develop a common format including goals,
strategies and behaviour support.
Allocate various schools to each leader to
research and bring back to leadership
meeting.
Decide as a group to implement ILP format.
JGK & leadership
team.
End of 2016 By the end of 2016 a final ILP format will be agreed upon to
implement changed arrangement in 2017. ILP will include
Goals, Strategies for Learning, Attendance and Behaviour.
To build a
therapeutic
program for
students with
extreme sensory
needs to
maximise their
learning
opportunity
Appoint staff member to lead
therapeutic program.
Accept referrals from classroom
teachers for 2016 EY.
Plan for students attending program
to have sensory profiling done by an
OT. ( Pre assessment)
Plan a program for one day weekly x
4 sessions.
Engage families in, in-school or home
outreach.
Ensure sensory room matches the
needs of the program.
Use of AAC to support
communication pathway for each
child.
SRP to fund 0.2 additional teacher
($17600)
Sensory Profiling of students as
assessment base. ($3150)
SRP to fund 0.2 ESS or trainee.($6850)
Therapeutic program to be housed in
Early Education classroom with use of
PMP and Sensory room.
Haylee Parfett to determine
communication pathway for non-
verbal learners.
CW, AH, PD
HP
Commencing Term
1
Term 2
Increased engagement of small cohort of non-verbal highly
sensory learners in Early Years in the teaching & learning
program.
Sensory Profiling assessment complete to guide programming.
All students with complex communication needs have a
personalised goal re AAC practices and increased
participation in learning tasks.
All students with complex communication needs have an
AAC communication pathway.
Opportunity To
provide guaranteed
teaching time
through developing
shielding and
buffering policy.
Form small committee to write
‘Shielding and buffering’ policy –
to decrease intrusions that
distract from teaching and
learning to trial in 2016 year.
Commence trial of policy.
Refer to School Climate module
/ Shielding and Buffering for strategies
Gain feedback from staff re the major
distractions and diversions to teaching
and learning.
Write policy and implementation plan for
improvement.
JGK, KF, reps. End 2016 Increase the percent endorsement of shielding and buffering in the Staff
Opinion Survey as per data
Annual Implementation Plan: for Improving Student Outcomes
PRODUCTIVITY
Goals
[insert from SSP]
To allocate resources (human,
financial, time, space and
materials) to maximise learning
outcomes for students.
Targets [insert from SSP] To maintain the General Satisfaction variable of the Parent Opinion Survey above the 75th percentile during the period of the plan.
To increase the percent endorsement of Professional Learning: Active participation from 71% to 80% in the Staff Opinion Survey during
the period of the Strategic Plan.
12 month
targets IMPROVEMENT IN STAFF AND PARENT OPINION SURVEY
Parent Opinion Survey
General Satisfaction variable
2015~90th percentile achieved.
2016~ at or above the 90th%ile.
Staff Opinion Survey
Professional Learning: Active participation
2015~75%
2016~ maintain at or above 75%
KIS ACTIONS:
what the school will do
HOW the school will do it
(including financial and human resources)
WHO has responsibility
WHEN timeframe for completion
SUCCESS CRITERIA: Markers of success reflecting observable changes in practice,
behaviour, and measures of progress
Strategically
allocate resources
according to DET
and school
priorities and
evaluate their
effect using the
annual program
budget process.
Allocate Equity funding to improve
student outcomes.
Employment of ESS to
support Tier 3
Improvement class.
(see Engagement)
Employment of
Speech Consultant to
support staff at VRS
termly in the area of
AAC. (see
Achievement)
Employment of 0.2
staff member to
develop therapeutic
program for students
with extreme sensory
needs.(see Wellbeing)
Provision of funding
for sensory profiling of
students for
therapeutic program.
Allocation of CRT
funds for Staff to
observe Speech
Consultant using AAC
best practise.
$41,000
$9,200
$17,600
$3,150
$2,000
TOTAL $72,750
JGK & Panel
JGK, MS
CW.
SCOPE.
JGK
2015
2015
2015
Throughout 2016.
Throughout 2016.
ESS employed and involved in hands on, student engagement
program in Tier 3 classroom. ESS meets personally set goals in
PDP.
Haylee Parfett consults every term in classrooms, observing
and improving AAC practise. AAC pathways determined for
students with complex communication needs and parent
training held consistently.
Therapeutic program devised for students with extreme
sensory needs. Ten students in Early Years allocated during the
2016 year. Routines and participation levels for 6/10 students
improved over the year. Sensory profiling completed for
designated students as referral process.
Allocate additional English Program
Budget funds to greater support
Independent Reading in the Senior
Years.
Budget completed in 2015
Classroom storage for Independent
Reading Books provided.
Purchase of books occurs with maximum
input by Senior Students.
Independent reading time timetabled for
15 minutes, daily.
DA
LW
JT, LW
JT.
2015
Term 2, 2016
End of term 2.
Term 1, 2016
Independent reading time is timetabled daily and students read
( with support), newspapers, books, magazines to build oral
reading persistence, focus and practise.
Develop a staged e-learning
resourcing plan to strategically
expand technology as a tool to
support student learning that will
increase iPad pool and options for
daily use for students particularly
in need of an “alternative pencil”
and increase technical support to
staff.
E-learning team review 2015 plan for
progress
Technical support continued through
employment of Reece Wardle in
2016.($30000)
David O’Sullivan TSP, oversees e-learning
plan
Combined e-learning budget $81 000
JW, KD, FA, RW.
JGK, RW
DO’S, JW, RW
Semester 1. 2015
2016
2016
E-learning plan completed (2015), team reviews for action and
improvement. Budget determined annually as per requirements
of plan.
E-learning trainee appointed and successfully completes
Certificate 4 in Information Communication Technology by end
of 2016
Embed the use of the school
tracking system to measure
cohort growth and progress of
individual students over time.
Data entry occurs annually on Tracking
System, through casual employment.
Trouble shooting reported to Ann, Reece
for Advance Computing to solve.
Cohort data downloaded from Tracking
System, annually
AH.
2016 .
Tracking system fully implemented by staff. Student progress
evident in downloaded results.
To introduce the new ESS
performance and
Development framework incorporating
SMART goals and an evidence
base.
Introduce ESS PL with clear outcomes
and process for the new ESS format
Link to AIP
To develop explicit Position
Descriptions for the ESS role as per
DET guidelines and ESS staff input.
Allocate ESS staff to leadership staff who
will each oversee and ESS cohort to
complete P & D
Access last written VRS and DET Position
Descriptions.
Form representative team of ESS from
EY, MY and SY Unit to create a Working
Party.
Rewrite 2016 Position Descriptions for
ESS.
PD, AH, JW, JT, JGK
KT
KT, JGK and
volunteer ESS.
JGK.
Term 1
Introduction.
Term 3 Mid Cycle
review
Term 4 sign of P
and D
ESS staff use goal and evidence based P & D format to set
goals
ESS goal descriptions completed beginning of term 2.
Monitoring of Annual Implementation Plan: for Improving Student Outcomes
ACHIEVEMENT
Actions: 6 month progress against success criteria and /or targets 12 month progress against success criteria and /or targets Budget Spending to date
Status Evidence Status Evidence
Speech pathologist with AAC
background consults at VRS
two days per term to train,
model and observe staff
using and improving with
AAC
Whole school professional
learning day.
Communication team provide
termly , practical, after school
PD.
A 2016 Development Plan is
created including specific school
goals, budget, implementation
plan,
Parent / carer training
Haylee Parfett implementation
team meets regularly to plan
term course of action in terms of
modelling, observing.
Improve moderation practices of
Assessment data, work samples
to drive planning, goal setting
and teaching in English and
Mathematics
Implement the DET Maths /
Science Specialist Program
incorporating the teaching of
the Victorian Curriculum,
coaching ,mentoring and
support of all teaching staff
to plan for and implement
the Victorian Curriculum in
Mathematics
Implement the DET Maths /
Science Specialist Program
incorporating the teaching of
the Victorian Curriculum,
coaching ,mentoring and
support of all teaching staff
2
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to plan for and implement
the Victorian Curriculum in
Mathematics
Enable leadership / peer
observations that use the
Elmore Model (2010) across
the school and embed
regular, quality feedback on
teacher performance
Structure shared planning times for teams every term lead by team leader.
Team leaders will have a weekly
classroom presence modelling,
team teaching with teachers from
the Team. Leaders will record
their weekly evidence base of
classroom visits.
ENGAGEMENT
Actions: 6 month progress against success criteria and /or targets 12 month progress against success criteria and /or targets Budget Spending to date
Status Evidence Status Evidence
To appoint classroom teacher
and two x ESS with strong
student engagement capacity
To select student group
based on highest incidence of
2015 SWIS data in Middle
School.
To provide support to newly
created class with Leading
Teacher (0.2 weekly)
Social worker to provide
weekly intervention social
skills program.
Planning team (teacher & LT)
to prepare 5 weekly project
based, student engagement
learning plans, based on
assessment data, as per the
school assessment schedule.
Individual Learning Plans,
Behaviour Support Plans,
SMART goals determined for
each student in partnership
with parent / carer.
Tier 3 Referral team including
psychologist, social worker,
AP plan for individual
intervention and support of
2
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2
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Pl
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2
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Pl
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20
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P
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2
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‘in need’ students to ensure
wellbeing and family support.
Functional Behaviour
Assessment training
(Tier 3 classroom may have
flexible, fluid enrolment,
where students are placed in
times of crisis.)
WELLBEING
Actions: 6 month progress against success criteria and /or targets 12 month progress against success criteria and /or targets Budget Spending to date
Status Evidence Status Evidence
Research various PASS
schools ILP formats to
develop a common format
including goals, strategies
and behaviour support.
Appoint staff member to lead
therapeutic program.
Accept referrals from classroom
teachers for 2016 EY.
Plan for students attending
program to have sensory
profiling done by an OT. ( Pre
assessment)
Plan a program for one day
weekly x 3 sessions.
Engage families in, in-school or
home outreach.
Ensure sensory room matches
the needs of the program.
Use of AAC to support
communication pathway for
each child.
Form small committee to
write ‘Shielding and
buffering’ policy – to
decrease intrusions that
distract from teaching and
learning to trial in 2016 year.
Commence trial of policy.
Refer to School Climate module
/ Shielding and Buffering
for strategies
PRODUCTIVITY
Actions: 6 month progress against success criteria and /or targets 12 month progress against success criteria and /or targets Budget Spending to date
Status Evidence Status Evidence
Allocate Equity funding to
improve student outcomes.
2
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Allocate additional English
Program Budget funds to greater
support Independent Reading in
the Senior Years.
Develop a staged e-learning
resourcing plan to
strategically expand
technology as a tool to
support student learning that
will increase iPad pool and
options for daily use for
students particularly in need
of an “alternative pencil” and
increase technical support to
staff.
Embed the use of the school
tracking system to measure
cohort growth and progress
of individual students over
time
Introduce ESS PL with clear
outcomes and process for the
new ESS format
Link to AIP
To develop explicit Position
Descriptions for the ESS role
as per DET guidelines and
ESS staff input.