Annual Implementation Plan Low SES National Partnerships Funding

Transcription

1 REECE HIGH SCHOOL Annual Implementation Plan Low SES National Partnerships Funding Learner at the Centre Improvement Priorities Leading Indicators by 2012 Beginning to Learn Kinder Development Check Target 78% Literacy/Numeracy Year 5 Literacy and Numeracy Target 90% Retention Year 9 Literacy and Numeracy Target 90% Attainment Attainment Rate Target 78% Productive Certificate III Qualifications Target 47% Connected Adult Functional Literacy Target 58% The Australian Government co-invests in education through the National Partnerships and this funding is subject to state and territory implementation plans which must address agreed reform actions. As a measure of progress towards achieving these agreed national outcomes, the following performance indicators were agreed to: Outcomes All children are engaged in and benefitting from schooling. Young people are meeting basic literacy and numeracy standards, and overall levels of literacy and numeracy achievement are improving. Schooling promotes the social inclusion and reduces the educational disadvantage of children, especially Indigenous children. Australian students excel by international standards. Young people make a successful transition from school to work and further study. Performance Indicators The proportion of children enrolled in and attending school. Literacy and numeracy achievement of Year 3, 5, 7 and 9 students in national testing. The proportion of Indigenous and low SES children enrolled in and attending school. Literacy and numeracy achievement of Year 3, 5, 7 and 9 Indigenous and low SES students in national testing. The proportion of the 19 year old Indigenous and low SES population having attained at least a Year 12 Certificate or equivalent or Australia Qualifications Framework (AQF) Certificate II. The proportion of Indigenous students completing Year 10. The proportion of students in the bottom and top levels of performance in international testing (for example Program for International Mathematics and Science Study (TIMSS)). The proportion of the 19 year old population having attained at least a Year 12 or equivalent or AQF Certificate II. The proportion of young people participating in post-school education or training six months after school. The proportion of 18 to 24 year olds engaged in full-time employment, education or training at or about Certificate III.

2 STRATEGIC INTENT Reform Action Reform Action 4: Providing innovative and tailored learning opportunities Key Improvement Strategies Embed Intensive Targeted literacy program for grade 7 10 Identify opportunities for transfer of learning to take place within the Integrated curriculum by strengthening the teaching of explicit literacy within the Integrated curriculum Identify Literacy Expert teacher in Grade 7,8 & 9 Develop role description for Literacy Expert Actions Using data to identify students with specific literacy learning needs Developing a multi layered literacy program shaped by students needs Unlocking literacy, intensive in class literacy Increasing teacher capacity, through modelling of best practice literacy teaching Literacy mentors continue to support literacy teaching and learning school including the development of literacy resource exemplars Mapping the literacy curriculum Data 2009 Literacy: 18.5 (Intermediate -Trending Down) Data 2010 Literacy: (High -Trending Up) Data 2011 *Index of gain: Literacy: 37.2 (Intermediate) Performance Targets including specific indigenous targets Literacy: 40+ (High -Trending Up) SES 2 LOW SES SECONDARY RENEWAL CHECKLIST 1. s will complete high school capable of making a successful choice about how to attain a year 12 or equivalent outcome. For 90% of students, this will mean having achieved at least stage 12 in 3 subjects and having a meaningful PY10 pathway plan. 3. By the end of three years, all School Improvement Report performance measurement categories will be trending up; this will be a shared performance goal. 4. Schools will achieve agreed targets to improve Year 9 NAPLAN outcomes in individual schools and across the network.

3 Develop a 7-10 numeracy plan Identify a Numeracy leader who will attend Numeracy Network meetings. Develop role description for Numeracy Expert Teacher Review numeracy data Provide professional learning for teachers and teacher aides in areas of need Developing a numeracy program shaped by students need. Continuation of Quicksmart numeracy program At the shoulder support for staff to build pedagogical understanding on numeracy teaching Numeracy: 20 (Intermediate -Stable) Numeracy: 21 (Intermediate -Stable) * Numeracy: 50.5 (High) Numeracy: 50+ (High -Trend Up) 1. s will complete high school capable of making a successful choice about how to attain a year 12 or equivalent outcome. For 90% of students, this will mean having achieved at least stage 12 in 3 subjects and having a meaningful PY10 pathway plan. 3. By the end of three years, all School Improvement Report performance measurement categories will be trending up; this will be a shared performance goal. Complete 2011 Develop role description for Numeracy Leader Indigenous support program Dare to Lead Snapshot Identify a member of the Leadership team to implement Closing the Gap priorities Support teacher work with identified indigenous students on social skills, literacy and numeracy s AEO to develop an individual Caseload of students at risk of disengagement Indigenous Equity: 5.9 (High - stable) Indigenous Equity: 16.0 (Intermediate trend down) Indigenous Equity: 0.0 Indigenous Equity: Schools will achieve agreed targets to improve Year 9 NAPLAN outcomes in individual schools and across the network. 3. By the end of three years, all School Improvement Report performance measurement categories will be trending up; this will be a shared performance goal.

4 Provision of IEP for students who are performing below grade appropriate levels. Review IEP proforma to simplify completion Work with AEO to support indigenous students through the development of; *Parent, Community Partnership *ATSI Leadership group *PLP s for all ATSI students Support teachers in the construction, implementation, ongoing review of IEP Develop a culture where IEPs are essential to teaching planning and differentiating learning and support programs. Socioeconomic Equity: 108 (Intermediate) Socioeconomic Equity: 111 (Intermediate) % of students achieving at or above 12P; Literacy 66% Numeracy 62% Socioeconomic Equity: 106 (Intermediate) % of students achieving at or above 12P; Literacy Numeracy Socioeconomic Equity: 113+ (High trend up) % of students achieving at or above 12P; Literacy 70% Numeracy 65% 1. s will complete high school capable of making a successful choice about how to attain a year 12 or equivalent outcome. For 90% of students, this will mean having achieved at least stage 12 in 3 subjects and having a meaningful PY10 pathway plan. Develop off site and on site learning programs; e.g. Zone, Respectful Relationships Research schools who provide alternative educational programs for students who continue to be disengaged or denied access to school due to behaviour Identify a team of staff to undertake school visits Zone enrolments Senior s:13 Junior s: 4 3. By the end of three years, all School Improvement Report performance measurement categories will be trending up; this will be a shared performance goal.

5 Identify member of the Leadership team to develop online learning platform to support flexible learning programs including support and extension and development of IEP s Provide flexible learning opportunities for students at risk online blended learning, develop links with eschool To increase the level of personalisation in Grade 10 curriculum Building providing a number of alternative pathways including; Academic pathways to Year 12 Big Picture Vocational pathways including work placements and internships. Implement support programs to ensure that all students are work ready. Forming partnerships will senior secondary and tertiary institutions. Assist in development of transition programs. Retention: 51.2% (Low trend down) Satisfaction: 6.6 (High trend down) Staff from Don College will visit classes regularly throughout the year Retention: 67.9% (Low trend up) Satisfaction: 6.7 (High trend down) Retention: 67.2% (Low trend up) Satisfaction: 6.7 (High Stable) Total Grade 10 Enrolment: 175 s engaged in TAPP: 27 s not in TAPP but ongoing work placement: 14 Short term work placement 26 Retention: 70+ (Intermediate trend up) Satisfaction: s will complete high school capable of making a successful choice about how to attain a year 12 or equivalent outcome. For 90% of students, this will mean having achieved at least stage 12 in 3 subjects and having a meaningful PY10 pathway plan. Grade 10 students will attend Start Day early in December

6 Explore links with Parklands High re: personalisation of grade 10 curriculum. Living our vision Mapping the curriculum both at grade and whole school level; Aligning our curriculum to Australian Curriculum with particular focus of science in 2011; 91.4% (High stable) 89.7% (Intermediate trend down) 97.7% (High - stable) Attendance data across all schools will significantly improve. Development of Reece High School Principles of Teaching and Learning Aligning our curriculum to Australian Curriculum with particular focus of History, Geography, Civics & Citizenship in 2012/2013 Explore authentic learning opportunities for embedded ICT 7-10 Refocus on transdiciplinary learning: KLI Strategies Active research and reading to ensure that teaching and learning is creative, innovative and context appropriate. students absent: 11% Proportion of Non- Indigenous students absent: 8% students absent: 13% Proportion of Non- Indigenous students absent: 10% students absent: 10% Proportion of Non- Indigenous students absent: 9% Development of cross grade curriculum teams

7 and learning area leaders Implementing Reece High School key values ( as developed by school community in 2009) Redeveloping student management practices, support structures and expectations in line with values document. Develop and implement an explicit social skills program with a focus on mental health, resilience and wellbeing Focus all interactions with members of our community on our values. Proportion of 6.3% 2.1% 3-way conference participation: 75% Proportion of 10.3% 8% 3-way conference participation: 80% Proportion of 15.4% 25.2% 3-way conference participation: 79% decrease the number of suspensions 3-way conference participation: increase level of parents and families participation 2. Suspension data across all schools will significantly improve. 3. By the end of three years, all School Improvement Report performance measurement categories will be trending up; this will be a shared performance goal. Increase connections with our families through exhibitions, 3 way conferences and opportunities to work together Parent Satisfaction: 95.7% Parent Satisfaction: 77.1% (Low trend down) Parent Satisfaction: 88.1% (Intermediate - stable) Parent Satisfaction: 95+ (Maintain) Develop a plan to engage with our parent community through investigation of Ruby Payne research Complete 2011 Embed student voice and student leadership into school organisation and decision making processes. s Develop role

8 description for student leaders Provision of highly effective teachers and leaders Establish whole school student support approach based on Restorative Practices. To focus teachers and teaching on known good practice. Staff Satisfaction: 6.1 (Intermediate - stable) Staff Satisfaction: 6.4 (Intermediate - stable) Staff Satisfaction: 6.6 (High - stable) Staff Satisfaction: Attendance data across all schools will significantly improve. Provide opportunities for teachers to develop meaningful and engaging learning. Through professional learning and team structures and support we will increase their pedagogical understanding. 4. Schools will achieve agreed targets to improve Year 9 NAPLAN outcomes in individual schools and across the network. Provide feedback, feed forward and coaching and mentoring as and when required. Investigate 360 degree feedback tools. To develop team leaders skills on leading a team to develop teaching, learning and assessment practices and protocols. (Based on Adaptive Schools)

9 School Implementation Plan - Appendix 1 Reece High School, 2009 Name of National Partnership National Partnership on Low Socio-Economic Status School Communities: The purpose of this appendix is to document the improvement work supported by the Smarter Schools National Partnership on [Low Socio-Economic Status School Communities]. Funding provided through the National Partnerships is being aligned with state funding to support a system-wide approach to school improvement. This implementation plan is developed to complement and integrate initiatives funded under the Australian Government s Building the Education Revolution and specific state initiatives promoting the development of literacy and numeracy education, teacher quality and a commitment to addressing the issue of social inclusion. Funding received 2011 $ $ Salaries; Literacy Mentors 0.5 Numeracy Mentor 0.5 Flexible Learning 0.1 Online Learning 0.8 $ $ $ Professional Learning (Flexible Learning Provision, Numeracy, ICT, Online learning) Literacy, Quicksmart, Flexible Learning Resources Time release 0.4 ( Voice, School Vision, Mentoring and Feedback, IEP development)

10 School contribution $ Literacy teacher aide time $ Quicksmart teacher aide time $15 00 Repsectful Relationships Teacher aide Appendix 3 PERFORMANCE TARGETS SES 2 LOW SES SECONDARY RENEWAL CHECKLIST YEAR TWO PROGRESS

11 Literacy: 23+ (High -Trending Up) Numeracy: 23+ (High -Trend Up) Indigenous Equity: 5.9 Socioeconomic Equity: 113+ (High trend up) Retention: 70+ (Intermediate trend up) Satisfaction: decrease the number of suspensions 3-way conference participation: increase level of parents and families participation Parent Satisfaction: 95+ (Maintain) Staff Satisfaction: 6.6+ Outcomes 1. s will complete high school capable of making a successful choice about how to attain a year 12 or equivalent outcome. For 90% of students, this will mean having achieved at least stage 12 in 3 subjects and having a meaningful PY10 pathway plan. 2. Attendance data across all schools will significantly improve. 3. By the end of three years, all School Improvement Report performance measurement categories of all schools in the network will be trending up; this will be a shared performance goal. Maintain intensive Literacy Program Explore Numeracy Data to identify areas of need Introduce Quicksmart Numeracy Increase parent participation in 3-way conferences Improve performance in: o Literacy o Numeracy o Indigenous Equity o Socioeconomic Equity o Retention o Satisfaction o Attendance o Suspension o Parent Satisfaction o Staff satisfaction Maintain indigenous Support Program Develop flexible learning programs Redevelop IEP proforma develop IEPs for all students performing below the expected level for their age Redeveloping student management practices, support structures and expectations in line with values document. Deliver Numeracy and Teaching Strategies professional learning to staff. Implement 360 degree feedback structures 4. Schools will achieve agreed targets to improve Year 9 NAPLAN outcomes in individual schools and across the network.