| [Narooma Public School - 2758
School plan 2016
Implementation and internal progress monitoring Narooma Public School - 2758
| Narooma Public School - 2758 01
Strategic direction 1: Student Welfare & Well-Being.
Project leaders: Jacqueline Murtagh (AP) & Paul Sweeney (P) Off track Implementation delayed On track
2016 TERM 1 TERM 2 TERM 3 TERM 4
PROCESS MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM
Implement PBL and strategies into the school to enhance our Student Welfare Policy
SWWB Target Team to form a PBL committee to commence implementation of the program.
Liaise with Murray Walpole in regards to requirements of the program
Committee formed with at least 80% of staff committed to the program and its content.
SWWB Target Team to provide TPL to staff in regards to PBL
Commence implementation of the PBL with strategies identified
SWWB Target Team to provide TPL to staff in regards to PBL
Review data to determine future direction both short term and long term.
SWWB Target Team to provide TPL to staff in regards to PBL
Continue implementation of the PBL with strategies identified
SWWB Target Team to provide TPL to staff in regards to PBL
Review data to determine future direction both short term and long term.
SWWB Target Team to provide TPL to staff in regards to PBL
Continue implementation of the PBL with strategies identified
SWWB Target Team to provide TPL to staff in regards to PBL
A consistent Behavioural system in place and evident K-6
Continue to ensure we are providing best practices and delivery of the Student Award policy.
Team Leaders to establish a consistent procedure for monitoring awards with their stages.
Award receivers to be published in the Narooma Happenings
Review and modification of award system to ensure consistency of approach.
Award receivers to be published in the Narooma Happenings
Student Welfare & Well-Being Target Team to monitor procedures for distribution of awards.
Award receivers to be published in the Narooma Happenings
Student Welfare & Well-Being Target Team to provide feedback regarding effectiveness of award policy.
Award receivers to be published in the Narooma Happenings
Student Welfare & Well-Being Target Team to monitor procedures for distribution of awards.
Award receivers to be published in the Narooma Happenings
Student Welfare & Well-Being Target Team to provide feedback regarding effectiveness of award policy.
Award receivers to be published in the Narooma Happenings
Survey parents and stakeholders regarding the effectiveness of the award system.
Award receivers to be published in the Narooma Happenings
A consistent and equitable award system is evident K-6.
Award receivers to be published in the Narooma Happenings and Presentation Day
To improve and support the learning outcomes for all identified students
Identified children receiving a range of targeted interventions such as ‘Minilit’ ‘Multilit’ ‘Fast ForWords’ ‘TEN’ ‘Language Program’ ESL etc.
Review of Term 1 programs to monitor progress.
Continued implementation of targeted programs
Review of Term 2 programs to monitor progress.
Continuation of ongoing students to receive targeted intervention
Continued implementation of targeted programs
Review of Term 3 programs to monitor progress.
Continued implementation of targeted programs
Documented growth in Literacy and Numeracy for students receiving targeted interventions
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Evaluation
Evaluation processes and assessing the impact
SW&WB T/T to meet and monitor impact and effectiveness
SW&WB T/T to meet and monitor impact and effectiveness
SW&WB T/T to meet and monitor impact and effectiveness
.
SW&WB T/T to provide feedback and recommendations for 2017.
Resources
Monitoring efficient and effective use of resources
Sentral Well-being and Attendance Package - $1,500
Purchase of certificates, Banners and Trophies - $3,000
.
.
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Strategic direction 2: Equity and Engagement
Project leaders: Jaci Murphy (AP) & Paul Sweeney (P) Off track Implementation delayed On track
2016 TERM 1 TERM 2 TERM 3 TERM 4
PROCESS MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM
Improve the learning outcomes for Aboriginal students.
PLPs developed for all ATSI students.
Personal Performance plans developed for ATSI students who are below grade expectations
Develop and begin implementation of program to support ATSI students in Literacy and Numeracy
Review of Term 1 assessments to monitor progress / modification of original Performance Plan
Ongoing evaluation in line with Norta Norta guidelines in consultation with the LAST.
Ongoing implementation of the Performance Plan in consultation with Team Leaders
Review of PLP with relevant stakeholders – new goals set for Semester 2.
Review of Term 2 assessments to monitor progress / modification of original Performance Plan
Ongoing evaluation in line with Norta Norta guidelines in consultation with the LAST.
Ongoing implementation of the IEP in consultation with Team Leaders
Review of Term 3 assessments to monitor progress / modification of original Performance Plan
Ongoing evaluation in line with Norta Norta guidelines in consultation with the LAST.
Review of PLP with relevant stakeholders.
Ongoing implementation of the Performance Plans in consultation with Team Leaders
Report provided to Dept. of Ed regarding ATSI results.
Documented growth evident in Literacy and Numeracy skills for all ATSI students
Reduce the number of unexplained absences in regards to our Attendance strategy
Inservice the teachers in utilising the Sentral system to identify children with unexplained absences to their team leader.
Review effectiveness of the classroom identification system.
Identify children for targeted attendance program.
Monitoring targeted group of children.
Ongoing identification of children with unexplained absences.
Review and compare statistics with last year’s Semester data and current Term 1 data.
Monitoring targeted group of children.
Ongoing identification of children with unexplained absences.
Review effectiveness of the classroom identification system.
Monitoring targeted group of children.
Ongoing identification of children with unexplained absences.
A reduction of unexplained absences. Target in 2016 is 15%. 2015 – 21.8% (1936 out of 8875) 2014 – 35.5% (2510 out of 7068)
Identification of students in ES1 and S1 with language and speech delay
All identified students to access language and articulation program designed by Speech Pathologist.
Teachers to receive inservicing of strategies by Speech Pathologist.
Programs developed and implemented for identified children by SLSOs
Ongoing identification throughout the year when students are discontinued from the program and new cohort identified.
Ongoing identification throughout the year when students are discontinued from the program and new cohort identified.
Ongoing identification throughout the year when students are discontinued from the program and new cohort identified.
Ongoing identification throughout the year when students are discontinued from the program and new cohort identified.
Ongoing identification throughout the year when students are discontinued from the program and new cohort identified.
Evaluation of programs to determine the effectiveness and continuation of program in 2017
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Evaluation
Evaluation processes and assessing the impact
E&E T/T to meet and monitor impact and effectiveness
E&E T/T to meet and monitor impact and effectiveness
E&E T/T to meet and monitor impact and effectiveness
.
E&E T/T to provide feedback and recommendations for 2017.
Resources
Monitoring efficient and effective use of resources
Norta-Norta funding - $2,390
Aboriginal Funding RAM - $13,000
Community sourced funding - $12,000
English Language Proficiency Funding - $3,650
Ongoing utilisation of funding
Ongoing utilisation of funding
Ongoing utilisation of funding
Ongoing utilisation of funding
Ongoing utilisation of funding
Ongoing utilisation of funding
Resources effectively utilised to implement processes.
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Strategic direction 3: Curriculum and Assessment
Project leaders: Helen Stebbing (AP), Relieving Assistant & Paul Sweeney (P) Off track Implementation delayed On track
2016 TERM 1 TERM 2 TERM 3 TERM 4
PROCESS MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM
Implementation of principles of Higher Order Working K-6
HOW2LEARN team to provide TPL to all staff on fixed and growth mindsets
Review of teacher trialling of mindset techniques in classrooms
HOW2LEARN team to provide TPL to all staff on ‘Challenge of learning’
Review of teacher trialling of learning challenge techniques in classrooms
HOW2LEARN team to provide TPL on ‘Learning intentions and success criteria’
Review of teacher trialling of learning intentions and use of success criteria.
HOW2LEARN team to provide TPL to all staff on ‘Quality feedback and evaluating data’
K-6 teachers using HOW2LEARN strategies in planning for teaching and learning activities
Literacy
Improvement of reading and comprehension skills /results K-6 and in particular, inferencing
Implementation of Synthetic Phonics approach to teaching literacy K-3
Staff TPL review of reading strategies (‘Comprehension Strategies’)
Training of staff in Synthetic Phonics approach to teaching literacy (Round 1)
Review of student reading and comprehension progress using MultiLit and literacy continuum data.
Review of teacher classroom practice in regard to implementation of synthetic phonics in literacy groups
(teacher survey, discussions/coaching with Curriculum Coordinator)
Continued implementation of Synthetic Phonics approach to teaching literacy K-3
Training of staff in Synthetic Phonics approach to teaching literacy (Round 2)
Review of student reading and comprehension progress using MultiLit and literacy continuum data
Review of teacher classroom practice in regard to implementation of synthetic phonics in literacy groups
(teacher survey, discussions/coaching with Curriculum Coordinator)
Continued implementation of Synthetic Phonics approach to teaching literacy K-3
Review of student reading and comprehension progress using MultiLit, NAPLAN and literacy continuum data.
Review of teacher classroom practice in regard to implementation of synthetic phonics in literacy groups
(teacher survey, discussions/coaching with Curriculum Coordinator)
Continued implementation of Synthetic Phonics approach to teaching literacy K-3
Reading and comprehension levels analysed in relation to 2015 data, looking at value added results.
Review of teacher classroom practice/ recommendations for 2017 in regard to implementation of synthetic phonics in literacy groups (teacher survey, discussions with Curr. Coordinator)
Improved student results in reading.
Literacy
Improvement of writing skills/results K-6.
Staff TPL “Writing in the Middle Years’ – Module 2 delivered by school team.
Trialling of system to facilitate classroom observations of effective practice in literacy teaching, with special emphasis on writing.
Review of ‘Writing in the Middle Years’, Module 2 strategies used in classrooms.
Moderation of student work samples, across grades, using new rubrics.
Staff TPL ‘Writing in the Middle Years’ – Module 3 delivered by school team.
*Continuation of trialling of system to facilitate classroom observations of effective practice in literacy teaching, with special emphasis on writing.
Review of ‘Writing in the Middle Years’ Module 3 strategies used in classrooms.
Moderation of student work samples using new rubrics.
*Staff collegial observation and feedback program implemented to support best practice in the teaching of writing.
Staff TPL ‘Writing in the Middle Years’ – sharing of staff expertise and best classroom practice
Moderation of student samples using new rubrics.
Analysis of internal and external data re student results in writing.
Continued staff collegial observation and feedback program implemented to support best practice in the teaching of writing.
Moderation of student work samples using new rubrics.
Analysis of teaching and learning programs for writing.
Analysis of internal data re student results in writing.
Annual Milestone:
Improvement in results for writing for students K-6
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Writing rubrics updated to reflect Term targets (instead of Semester targets) in line with literacy continuum.
History and Geography – implementation of new K-6 syllabuses
Staff TPL “Historical Inquiry” – delivered by Curr. Coordinator
Development and implementation of new History units K-6 using inquiry approach and new syllabus requirements.
Trialling of summative assessments in History Units
Resources purchased/sourced to support effective implementation of History syllabus
Review of Historical Inquiry assessment tasks
Curriculum Coord. Training in ‘Geographic Inquiry”
Resources purchased/sourced to support effect implementation of Geography syllabus
Staff TPL “Geographic Inquiry” – delivered by Curr. Coordinator.
Development of new Geography units K-6 using inquiry approach and new syllabus requirements.
Continued development and implementation of new Geography units K-6 using inquiry approach and new syllabus requirements.
Review of Geographic Inquiry assessment tasks trialled to date.
Annual Milestone:
Implementation of History and Geog. units of work K-6 with effective assessment strategies embedded
Evaluation
Evaluation processes and assessing the impact
C&A T/T to meet and monitor impact and effectiveness
C&A T/T to meet and monitor impact and effectiveness
C&A T/T to meet and monitor impact and effectiveness
C&A T/T to provide feedback and recommendations for 2017.
Resources
Monitoring efficient and effective use of resources
0.8 Curriculum Co-ordinator – $50,000
Location - $76,251
TPL - $23,854
Ongoing utilisation of funding
Ongoing utilisation of funding
Ongoing utilisation of funding
Ongoing utilisation of funding
Ongoing utilisation of funding
Ongoing utilisation of funding
Resources effectively utilised to implement processes.
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Key funding initiatives – progress monitoring of initiatives, impact and resources
Project leaders: Jaci Murphy, Helen Stebbing, Jacky Murtagh, relieving AP (APs) & Paul Sweeney (P) Off track Implementation delayed On track
2016 TERM 1 TERM 2 TERM 3 TERM 4
KEY INITIATIVES MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM
1. Aboriginal background funding
Improve the learning outcomes for Aboriginal students by utilising ‘Norta-Norta’ & RAM funding.
Provide monetary assistance for Aboriginal students to access the curriculum.
Provide SLSO to work with CRTs to develop and implement programs to improve outcomes in Literacy and Numeracy
Provide monetary assistance for Aboriginal students to access the curriculum.
Provide SLSO to work with CRTs to develop and implement programs to improve outcomes in Literacy and Numeracy
Provide monetary assistance for Aboriginal students to access the curriculum.
Provide SLSO to work with CRTs to develop and implement programs to improve outcomes in Literacy and Numeracy
Provide monetary assistance for Aboriginal students to access the curriculum.
Provide SLSO to work with CRTs to develop and implement programs to improve outcomes in Literacy and Numeracy
Provide monetary assistance for Aboriginal students to access the curriculum.
Provide SLSO to work with CRTs to develop and implement programs to improve outcomes in Literacy and Numeracy
Provide monetary assistance for Aboriginal students to access the curriculum.
Provide SLSO to work with CRTs to develop and implement programs to improve outcomes in Literacy and Numeracy
Provide monetary assistance for Aboriginal students to access the curriculum.
Provide SLSO to work with CRTs to develop and implement programs to improve outcomes in Literacy and Numeracy
Documented growth evident in Literacy and Numeracy skills for all ATSI students
Evaluation processes and assessing the impact
Executive Team to meet and monitor impact and effectiveness of program.
Executive Team to meet and monitor impact and effectiveness of program.
Executive Team to meet and monitor impact and effectiveness of program.
. Executive Team to meet and monitor impact and effectiveness of program.
Resources Aboriginal Background RAM $13,000 – 2016 + $4,122.50 – 2015 = $17,122.50 Norta Norta $2,390
(+ $9,880 from Location Allocation)
$2,000 from Equity For Assistance Program
$2,000 assigned to assist Aboriginal Students
$29,500 assigned for ATSI SLSO to work with Aboriginal Students
Executive Team to meet and monitor impact and effectiveness of the resources.
Executive Team to meet and monitor impact and effectiveness of the resources.
Executive Team to meet and monitor impact and effectiveness of the resources.
Executive Team to meet and monitor impact and effectiveness of the resources.
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2.English language proficiency funding
Improve the learning outcomes for EAL/D students by utilising RAM funding.
Design and implement a needs based program with each identified child for Term 1
Implement and assessment the effectiveness of the needs based program with each identified child.
Design and implement a needs based program with each identified child for Term 2
Implement and assessment the effectiveness of the needs based program with each identified child.
Design and implement a needs based program with each identified child for Term 3
Implement and assessment the effectiveness of the needs based program with each identified child.
Design and implement a needs based program with each identified child for Term 4
Students assisted to access the curriculum irrespective of their language needs.
Evaluation processes and assessing the impact
Executive Team to meet and monitor impact and effectiveness of program.
Executive Team to meet and monitor impact and effectiveness of program.
Executive Team to meet and monitor impact and effectiveness of program.
Executive Team to meet and monitor impact and effectiveness of program.
Resources
English Language Proficiency $3,650.00 – 2016 + $1,800.00 – 2015 = $5,450.00
0.2 Staffing entitlement in Semester 1 to work with EAL/D children
Executive Team to meet and monitor impact and effectiveness of the resources.
Executive Team to meet and monitor impact and effectiveness of the resources.
Executive Team to meet and monitor impact and effectiveness of the resources.
$5,450.00 to be utilised to support the EAL/D teacher continue the role after Term 3 until the money ends
Executive Team to meet and monitor impact and effectiveness of the resources.
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2016 TERM 1 TERM 2 TERM 3 TERM 4
KEY INITIATIVES MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM
3. Socio-economic background funding
Improve the learning outcomes for Low Socio-Economic students by utilising RAM funding
Utilise funds to subsidise the costs of activities / excursions and performances for children. i.e. Dance Fever
Provide Student Assistance fund for individual requests.
SLSOs – See Point 4.
Utilise funds to subsidise the costs of activities / excursions and performances for children. i.e. Dance Fever
Provide Student Assistance fund for individual requests.
SLSOs – See Point 4.
Utilise funds to subsidise the costs of activities / excursions and performances for children. i.e. Dance Fever
Provide Student Assistance fund for individual requests.
SLSOs – See Point 4.
Utilise funds to subsidise the costs of activities / excursions and performances for children. i.e. Dance Fever
Provide Student Assistance fund for individual requests.
SLSOs – See Point 4.
Utilise funds to subsidise the costs of activities / excursions and performances for children. i.e. Dance Fever
Provide Student Assistance fund for individual requests.
SLSOs – See Point 4.
Utilise funds to subsidise the costs of activities / excursions and performances for children. i.e. Dance Fever
Provide Student Assistance fund for individual requests.
SLSOs – See Point 4.
Utilise funds to subsidise the costs of activities / excursions and performances for children. i.e. Dance Fever
Provide Student Assistance fund for individual requests.
SLSOs – See Point 4.
To ensure all children have access to the curriculum irrespective of socio-economic status
Evaluation processes and assessing the impact
Executive Team to meet and monitor impact and effectiveness of program.
Executive Team to meet and monitor impact and effectiveness of program.
Executive Team to meet and monitor impact and effectiveness of program
Executive Team to meet and monitor impact and effectiveness of program.
Resources Socio-Economic Equity Flexible Funding $38,054.00 2016 + $14,500.00 2015 = $52,554.00 SLSO’s $6,083 – Janine $16,128 – Craig $9,216 - Christine Student Assistance Funds $2,000.00 Curriculum Access Funds $10,000.00 $9127 – Michelle Music
Executive Team to meet and monitor impact and effectiveness of the resources
Executive Team to meet and monitor impact and effectiveness of the resources.
Executive Team to meet and monitor impact and effectiveness of the resources.
Executive Team to meet and monitor impact and effectiveness of the resources.
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4. Low level adjustment for disability funding +
Integration Funding Support
Improve the learning outcomes students with low level disabilities & Integration students by utilising RAM funding
LASTs to work with identified children not meeting stage benchmarks
SLSOs to implement intervention programs in consultation with CRTs to assist children.
Implement Fast For Word program accessing the Community Source funds.
LASTs to work with identified children not meeting stage benchmarks
SLSOs to implement intervention programs in consultation with CRTs to assist children.
Implement Fast For Word program accessing the Community Source funds.
LASTs to work with identified children not meeting stage benchmarks
SLSOs to implement intervention programs in consultation with CRTs to assist children.
Implement Fast For Word program accessing the Community Source funds.
LASTs to work with identified children not meeting stage benchmarks
SLSOs to implement intervention programs in consultation with CRTs to assist children.
Implement Fast For Word program accessing the Community Source funds.
LASTs to work with identified children not meeting stage benchmarks
SLSOs to implement intervention programs in consultation with CRTs to assist children.
Implement Fast For Word program accessing the Community Source funds.
LASTs to work with identified children not meeting stage benchmarks
SLSOs to implement intervention programs in consultation with CRTs to assist children.
Implement Fast For Word program accessing the Community Source funds.
LASTs to work with identified children not meeting stage benchmarks
SLSOs to implement intervention programs in consultation with CRTs to assist children.
Implement Fast For Word program accessing the Community Source funds.
To ensure all children to access the curriculum irrespective of socio-economic status
Evaluation processes and assessing the impact
Executive Team to meet and monitor impact and effectiveness of program.
Executive Team to meet and monitor impact and effectiveness of program.
Executive Team to meet and monitor impact and effectiveness of program.
Executive Team to meet and monitor impact and effectiveness of program.
Resources Learning & Support – Flexible Funding $37,405.00
Staffing Entitlement 1.1
Low Level Disability Funds $27,360 – Annette $10,045 - Janine
Community Source $12,000
$37,405.00 assigned for SLSO and outside agencies such as Speech pathologist to work with identified students
Full time LAST to work with students.
0.1 LAST to work with students.
Executive Team to meet and monitor impact and effectiveness of the resources.
Executive Team to meet and monitor impact and effectiveness of program.
Executive Team to meet and monitor impact and effectiveness of the resources.
Executive Team to meet and monitor impact and effectiveness of program.
Executive Team to meet and monitor impact and effectiveness of the resources.
Executive Team to meet and monitor impact and effectiveness of program.
Executive Team to meet and monitor impact and effectiveness of the resources.
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2016 TERM 1 TERM 2 TERM 3 TERM 4
KEY INITIATIVES MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM
5. Continuation of a 0.8 School Based Curriculum Coordinator Role
Improve the learning outcomes students with by the development of Quality Programs & upskilling staff, utilising the RAM funding
Curriculum Coordinator to develop and implement Quality Teaching Programs / Scope & Sequences / Assessment schedules and resources.
Monitor and evaluate the implementation of the Literacy and Numeracy curriculums / continuums.
Design and implement assessment strategies and provide TPL for teachers to implement these National Curriculums into their classrooms.
Curriculum Coordinator to develop and implement Quality Teaching Programs / Scope & Sequences / Assessment schedules and resources.
Monitor and evaluate the implementation of the Literacy and Numeracy curriculums / continuums.
Design and implement assessment strategies and provide TPL for teachers to implement these National Curriculums into their classrooms
Curriculum Coordinator to develop and implement Quality Teaching Programs / Scope & Sequences / Assessment schedules and resources.
Monitor and evaluate the implementation of the Literacy and Numeracy curriculums / continuums.
Design and implement assessment strategies and provide TPL for teachers to implement these National Curriculums into their classrooms
Curriculum Coordinator to develop and implement Quality Teaching Programs / Scope & Sequences / Assessment schedules and resources.
Monitor and evaluate the implementation of the Literacy and Numeracy curriculums / continuums.
Design and implement assessment strategies and provide TPL for teachers to implement these National Curriculums into their classrooms.
Curriculum Coordinator to develop and implement Quality Teaching Programs / Scope & Sequences / Assessment schedules and resources.
Monitor and evaluate the implementation of the Literacy and Numeracy curriculums / continuums.
Design and implement assessment strategies and provide TPL for teachers to implement these National Curriculums into their classrooms
Curriculum Coordinator to develop and implement Quality Teaching Programs / Scope & Sequences / Assessment schedules and resources.
Monitor and evaluate the implementation of the Literacy and Numeracy curriculums / continuums.
Design and implement assessment strategies and provide TPL for teachers to implement these National Curriculums into their classrooms
Curriculum Coordinator to develop and implement Quality Teaching Programs / Scope & Sequences / Assessment schedules and resources.
Monitor and evaluate the implementation of the Literacy and Numeracy curriculums / continuums.
Design and implement assessment strategies and provide TPL for teachers to implement these National Curriculums into their classrooms
To ensure all staff and children to access the curriculum and that Quality Teaching and Best Practices are evident in each classroom within the school
Evaluation processes and assessing the impact
Executive Team to meet and monitor impact and effectiveness of program.
Executive Team to meet and monitor impact and effectiveness of program.
Executive Team to meet and monitor impact and effectiveness of program.
Executive Team to meet and monitor impact and effectiveness of program.
Resources $48,991.72 - $48,991.72 From Location Allocation Funding
Executive Team to meet and monitor impact and effectiveness of the resources.
Executive Team to meet and monitor impact and effectiveness of the resources.
Executive Team to meet and monitor impact and effectiveness of the resources.
Executive Team to meet and monitor impact and effectiveness of the resources.
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2016 TERM 1 TERM 2 TERM 3 TERM 4
KEY INITIATIVES MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM
6. Location Allocation Funding
Improve the learning outcomes students with by the development of Quality Programs, upskilling staff & updating infrastructure utilising the RAM funding
Aboriginal SLSO role as Point 1 above
Curriculum Coordinator role as Point 5 above
Utilise funds to complement P&C funds to purchase a music teachers for students K-6.
Aboriginal SLSO role as Point 1 above
Curriculum Coordinator role as Point 6 above
Utilise funds to complement P&C funds to purchase a music teachers for students K-6.
Aboriginal SLSO role as Point 1 above
Curriculum Coordinator role as Point 6 above
Utilise funds to complement P&C funds to purchase a music teachers for students K-6.
Aboriginal SLSO role as Point 1 above
Curriculum Coordinator role as Point 6 above
Utilise funds to complement P&C funds to purchase a music teachers for students K-6.
Aboriginal SLSO role as Point 1 above
Curriculum Coordinator role as Point 6 above
Utilise funds to complement P&C funds to purchase a music teachers for students K-6.
Aboriginal SLSO role as Point 1 above
Curriculum Coordinator role as Point 6 above
Utilise funds to complement P&C funds to purchase a music teachers for students K-6.
Aboriginal SLSO role as Point 1 above
Curriculum Coordinator role as Point 6 above
Utilise funds to complement P&C funds to purchase a music teachers for students K-6.
To ensure all staff and children can access a quality curriculum, have access to quality programs, utilising quality resources and infrastructure.
Evaluation processes and assessing the impact
Executive Team to meet and monitor impact and effectiveness of program.
Executive Team to meet and monitor impact and effectiveness of program.
Executive Team to meet and monitor impact and effectiveness of program.
Executive Team to meet and monitor impact and effectiveness of program.
Resources - $76,251.00 Aboriginal SLSO - $9,880.00 Curriculum Coordinator Role - $48,991.72
Music Teacher Funds - $17,379.28
Executive Team to meet and monitor impact and effectiveness of the resources.
Executive Team to meet and monitor impact and effectiveness of the resources.
Executive Team to meet and monitor impact and effectiveness of the resources.
Executive Team to meet and monitor impact and effectiveness of the resources.