2016 school annual implementation plan...

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.


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.


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:








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.


WELLBEING

Goals

[insert from SSP]

To improve the students’ ability

to regulate their attention and

emotional state.


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:








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


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:








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


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

01

6

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20

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2

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20

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20

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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



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

01

6

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20

16

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2

01

6

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Pl

an

s

2

01

6

An

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ta

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on

Pl

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s

20

16

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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



Research various PASS

schools ILP formats to

develop a common format

including goals, strategies

and behaviour support.

Appoint staff member to lead


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



Allocate Equity funding to

improve student outcomes.

2

01

6

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20

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2

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6

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2

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20

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2

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20

16

2

01

6

2

01

6

20

16

2

01

6

2

01

6

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.

2016 school annual implementation plan...

Documents