lps school plan 2014 - lansvale public school website

LANSVALE PUBLIC SCHOOL

Revised School Plan

2012-14 2014 Plan

5220_Lansvale Public School_ Low SES School Plan 2014

Outcome One- improving the teaching of literacy P-

Collect baseline data. Analyse the data together to Identify priorities and issues around student learning. Establish questions for inquiry and success criteria Eg what makes this a good idea? What will we see the students doing if we are successful? Start recording the journey in an individual/team reflection journal...

Workshop with an expert Share research to explain the “science” behind each strategy Build understanding Interrogate the data at a deeper level

Establish WHY we need to learn this....

Develop a shared understanding of WHAT we could do....

Watch a demonstration by an expert Observe the expert in a real situation

Develop explicit understanding by seeing “What a good one looks like”

(WAGOLL)

Develop a shared understanding of HOW it could look....

Talk together. Feedback inquiry questions to the expert

Go away and try out ideas individually REFLECT to

clarify understanding...

Teams get together to write a lesson/unit plan Divide it up into explicit parts for team

members to demonstrate Establish criteria for peer observations

Make a shared ACTION plan to trial...

Meet and watch each other teach the allocated parts. (Learning walks) Give feedback to each other based

on the agreed criteria

Capture the learning. Share and celebrate the new learning.

Share with the wider learning community....

Collect new data Put ideas into practice. Process the learning

Meet regularly to share, reflect, clarify

OBSERVE each other to clarify...

INBED the learning into practice...

Lansvale’s model for deeper professional learning – Inquiry team based learning


Recognise an area of need through observation and data analysis

Team reflection on area of need - Importance and WHY?

Define a focus question. Include success criteria

Further collection and analysis of data

Research for solutions – data and experts – internal and external

Observe – demonstrations; modelling of strategy

Reflect on observations; have a go by yourself and reflect

Team planning and implementation

Team teaching and reflection Have another

go

After a period of time – refresh, check in

DEFINE DATA

RESEA RCH

ACTION

PROFESSIONAL LEARNING MODEL ‘making a change’

Refine focus question

UPDATE


++

2012 2013 2014 100% of teachers trial/pilot literacy and numeracy strategies from TELL professional learning to meet the needs of ESL students. The school’s NAPLAN results in Reading show a 12% increase of students in Bands 4, 5 and 6. By the end of the year, 80% of K-2 students achieve the new school guided reading benchmarks of:

o B1 level or higher for kindergarten, o F1 level or higher for Year One, or o Extension or higher for Year 2

88% of Years 2-6 students work within stage appropriate levels as measured on the NMS and school data. 80% of Year 3 students who achieved in Bands 3-5 improve by one skill band or more in Year 5 NAPLAN in reading. The school’s NAPLAN in Writing show a 5% increase of students in Bands 4, 5 and 6. The school’s NAPLAN results in Grammar and Punctuation show a 12% increase of students in Bands 4, 5 and 6. The gap between girls’ and boys’ performance in reading as measured by benchmarking, stage outcomes and NAPLAN results is reduced by 3%. 100% of students identified at risk of failure are placed on Individual Learning Plans that support their specific learning needs and lead to improved reading outcomes.

Specialist support is increased with the training of one teacher and 2 parent helpers by our speech therapist and Occupational Therapist.

100% of teachers implement English and numeracy strategies from TELL to meet the needs of ESL students as measured by stage programs in 2013. Increase the percentage of students K-2 achieving the new school guided reading benchmarks of:

o B1 level or higher for kindergarten, o F1 level or higher for Year One, or o Extension or higher for Year 2;

From 55% in Term 3 2012 to 60 % Term 3 2013. Increase the percentage of Years 2-6 students working within stage appropriate levels as measured on the NMS and school data from 76.6% at the end of Semester 1 2012 to 80% at the end of Semester 1 2013. 85% of Year 5 students achieve the expected growth in reading as measured by NAPLAN data in 2013. Increase the school’s overall results in NAPLAN Writing from 0% in 2012 in Bands 4, 5 and 6 to 5% increase in 2013. Increase the school’s overall results in NAPLAN Grammar and Punctuation from 0% in 2012 in Bands 4, 5 and 6 to 5% increase in 2013. 100% of students identified at risk of failure are placed on Individual Learning Plans that support their specific learning needs and lead to improved reading outcomes in 2013. Increase training of support parents and teachers from one teacher and 2 parent helpers in 2012 to two teachers and 4 parent helpers in 2013. 100% of students identified as G&T are provided differentiated curriculum to support their specific needs in 2013. 100% of stage teams K-6 pilot elements of the Australian English Curriculum in 2013.

Increase the percentage of students K-2 achieving the school guided reading benchmarks from:

o B1 level or higher for Kindergarten -from 87% in 2013 to 90% in 2014.

o F1 level or higher for Year One – from 69% in 2013 to 72% in 2014.

o Extension or higher for Year 2 – from 37% in Term 3 2013 to 50 % Term 3 2014.

Increase the percentage of students meeting minimum standards in English;

o Year 2 from 77% in 2013 to 80% in 2014. o Stage 2 from 77% in 2013 to 80% in 2014. o Stage 3 – from 93% in Term 3 2013 to 95 %

Term 3 2014. Increase the % of Year 5 students achieving the expected growth in reading from 53% to 60% in 2014. Increase the % of Year 3 students achieving above national minimum standards: In NAPLAN writing from 78% in 2013 to 80% in 2014. Increase the % of Year 3 students achieving above national minimum standards: In NAPLAN grammar and punctuation from 66% in 2013 to 67% in 2014.

OUTCOME 1: The teaching of Literacy P-6 is improved with a focus on student engagement


Indicators Strategies 2012 2013 2014 NP reforms Responsibility Cost Centre Teachers implementing new strategies to engage students in literacy lessons and improve learning outcomes.

Opportunity for teachers to attend professional learning for areas of literacy (eg PLAN, Differentiation, Reading strategies 3-6 etc). Teachers on professional learning courses to be replaced by casual teachers.

R4, R5 All teachers Executive team Literacy team leader

$25560 (Professional learning- casuals for teachers) $13200 TPL

Teachers are confident in the use of the new English syllabus and use of resources to support student learning. Whole school implementation of Benchmarking kits. Improved student results in Reading.

Purchase resources to support the new English syllabus, benchmarking, reciprocal reading, Reading Recovery, home reading. TPL to support the implementation of the new syllabus, as well as how to use the new kit to effectively track student achievement.

R4 Literacy team All teachers

$3725 – kits $2240 – resources $500 – RR $500 – Home reading

Student outcomes are improved in all areas of literacy for EAL/D students. EAL/D students are moving up phases on EAL/D learning progression Teachers are using ESL scales and ESL framework documents when programming.

Employment of an additional full time ESL/AP teacher to • Provide mentoring and professional development in

ESL pedagogy for ESL and classroom teachers • Support ESL teachers with improving and enhancing

teaching and learning programs for EAL/D students by utilising the ESL scales and ESL framework documents so EAL/D students can access the curriculum.

• Ensure all EAL/D students are placed on the EAL/D learning progression and their English proficiency is monitored.

• Assist ESL teachers in creating and implementing effective resources that support second language learners.

R1 ESL team All teachers

$99000 – teacher salary + $26000 – AP differential.


Indicators Strategies 2012 2013 2014 NP reform Responsibility Cost Centre Teachers gaining a deeper knowledge of EAL/D pedagogy and this is reflected in their teaching practice. Our EAL/D program is improved and refined.

Employment of an ESL consultant for one day per week • To provide professional learning around EAL/D

pedagogy for ESL and classroom teachers

• To enhance and improve our EAL/D program

R1

ESL AP ESL Consultant

$26500

Students at risk of failure are placed on effective individual learning plans. Teacher expertise is increased. Targeted students show improved learning outcomes.

Continued support for students with special needs by employing SLSO (3.3 FTE) Target intervention in literacy/numeracy for “at risk” students in Stages 1 and 2 by creating ‘Safety Net’ classes. These classes will have 1.8 SLSO time allocated to support the ILPs.

R4 Learning and Support teacher with

SLSO team All teachers

$87000

As above All students with speech and O T concerns are identified. At risk students are placed on effective learning plans

Continuation of Speech Therapy and Occupational Therapy Program. Employ –

• Speech Therapist 1.5 days a week • Occupation Therapist 1 day a week • Team teaching and planning with our speech

therapist.

R6 Speech Therapist Occupational Therapist LST team All teachers

$35000

Students to develop critical thinking and persuasive skills, utilise strengths of students skilled in public speaking and debating Success of debating teams and public speakers in their respective competitions.

Support students through a whole day debating/public speaking workshop to help with: structuring persuasive texts, confidence in speaking in front of an audience, writing rebuttals, etc. Possible use of Canley Vale High School students to help with the process. Supporting public speaking and debating students in the preparation, writing and rehearsing of their speeches. Taking students to and from debating and public speaking competitions. Supporting classroom teachers in selecting public speaking competition winners during stage finals.

R4 Debating coordinators $3488


2012 2013 2014 88% of students achieve at the expected levels for the school’s MAPS tasks and school data A-E 88% of Year 3 students who achieved in Bands 3-5 improve by one skill band or more in Year 5 NAPLAN in numeracy. 100% of teacher teams create and publish one mathematical Rich assessment Task covering several Mathematical sub-strands (RAT) 100% of students identified at risk of failure are placed on Individual Learning Plans (facilitated by MMM’s position) that support their specific learning needs and lead to improved mathematical outcomes. The school’s MAPS tasks are aligned to the EAS and Counting On frameworks used in the TEN program.

Maintain the percentage of Years 2-6 students working within expected levels for the school’s MAPS tasks and school data A-E; at 90% at the end of Semester 1 2013. 90% of Year 5 students achieve the expected growth in numeracy as measured by NAPLAN data in 2013. 100% of teacher teams create and publish two mathematical Rich Assessment Tasks covering at least one Mathematical sub strand sub-strand (RAT) NUMBER 100% of students identified at risk of failure are placed on Individual Learning Plans that support their specific learning needs and lead to improved mathematical outcomes. 100% of stage teams K-6 pilot elements of the Australian Mathematics Curriculum in 2013.

Maintain the % of students achieving the expected levels in school assessment tasks & school data A-E at the end of semester 1: o Early Stage 1 – 85% achieving at or above expected

levels; o Stage 1 - 85% achieving at or above expected

levels; o Stage 2 – 88% achieving at or above expected

level; o Stage 3 – 90% achieving at or above expected

level. Increase the % of Year 5 students achieving greater than or equal to expected growth in NAPLAN numeracy from 67% in 2013 to 70% in 2014.

100% of students identified at risk of failure are placed on Individual Learning Plans that support their specific learning needs and lead to improved mathematical outcomes.

Outcome 2: The richness and depth of numeracy teaching and assessment is increased


Indicators Strategies 2012 2013 2014 NP reform Responsibility Cost Centre Teachers trial the new Maths syllabus.

• SDD & staff meetings on new syllabus – unpacking of the new syllabus for a deep understanding of grade expectation.

• Professional learning on new syllabus to be attended by key team members (numeracy team members) with the responsibility of ensuring this new learning is presented to the rest of the staff.

• Maintaining the working relationship with UWS critical friend (Dr Catherine Attard)

• Parent forums to inform parents of current teaching practices & new syllabus expectations.

R6, R4

Maths team All teachers Executive team Teacher Mentor

$2000

Staff use rich assessment tasks in line with the new syllabus to support moderation and reporting.

• Learning conversation & planning days for numeracy team working to align all grade rich assessment tasks to ensure consistent teacher judgement across teams and school, and to align them with new syllabus outcomes

• Maintaining the working relationship with UWS critical friend (Dr Catherine Attard)

• Numeracy team – use Lansvale Professional Learning Model to investigate a whole school approach to the teaching of Mathematics.

R4 Maths team All teachers Executive team

$3000

Improved numeracy outcomes for students and accurate tracking of student achievement.

• SDD, staff meetings & workshops on whole school understanding of numeracy continuum, updated whole school tracking (MAPs), and differentiating programming

• QT mentor working more closely with team leaders to analyse data & use assessment to drive teaching programs, & to support teachers in programming for higher achieving students

• Students achieving above stage outcomes to be accelerated in extension class

• Class teachers tracking students using PLAN (Programming for Literacy & Numeracy) and school MAPS

• Students identified at risk (below minimum standard for TEN K-2; & below national minimum standard NAPLAN 3-6) placed on individualised/modified programs and class teacher working with LAST (Learning & Support Teacher)

R4, R5 All teachers Maths team

$2000


Indicators Strategies Sem 1 Sem 2 NP reform Responsibility Funding

2012 2013 2014 100% of staff develop and implement individual professional learning goals. 100% of school leaders utilise the GROWTH coaching model for professional conversations. 100% of teachers keep a learning journal and use it as a basis for evidence against TARS/EARS/PARS. 100% of teacher teams engage in the Lansvale Professional Learning Model leading to improved quality teaching. Individual mentors are established for all Early career Teachers. 100% of New Scheme teachers access support to achieve/maintain professional competence accreditation. 3 staff members complete accreditation at higher levels. Identify 2-3 new budding leaders to support on their leadership journey. 100% of students set learning goals each semester utilising our teacher/student feedback structure (What do I do well? What can I do better? How does my present work compare to other work I have done? How will I improve?) 100% of students are able to articulate and reflect on achievement of their learning goals and 40% of students K-6 keep learning journals to organise this reflection. 80% of teachers use backward mapping to inform their planning and assessing. 100% of teacher teams use backward mapping to develop Success Criteria for their students in literacy. 40% of students K-6 self assess against given success criteria. A successful social skills program trialled for targeted students in each stage. Our network of local schools continues to grow formal and informal collegial networks that focus on sharing quality teaching strategies. Pilot/trial elements of all available National syllabi

100% of staff develop and implement individual professional learning goals aligned with NSW and National Standards in 2013. 100% of teachers keep a learning journal and use it as the basis of evidence towards TARS/EARS/PARS accountably in 2013. 100% of teacher teams engage in the Lansvale Professional Learning Model leading to improved quality teaching. 100% of New Scheme teachers access support to achieve/maintain professional competence accreditation using National teaching Standards. Increase new aspiring leaders are supported to undertake accreditation at higher levels from 3 in 2012 to 6 in 2013. 100% of students set learning goals each semester utilising our teacher/student feedback structure and are able to articulate and reflect on achievement of their learning goals in 2013. 100% of teacher teams use backward mapping to develop success criteria for their students in literacy and numeracy in 2013. 50% of students K-6 self- assess against given success criteria in 2013. 100% of stage teams implement Social Skills programs ion 2013. Maintain 100% involvement in collegial networks that focus on sharing quality teaching strategies in 2013. 100% of stage teams pilot elements of History National syllabi in 2013.

100% of teacher teams engage in the Lansvale Professional Learning Model leading to improved quality teaching. Increase the number of teachers undertaking accreditation at higher levels from five in 2013 to six in 2014. 100% of New Scheme teachers access support to achieve/maintain professional competence accreditation using National teaching Standards.

Note – Many of the targets in 2013 are embedded in practice and therefore are not targets directly reported on in 2014.

Outcome 3: Students and teachers are actively directing their own learning


Indicators Strategies 2012 2013 2014 NP reform Responsibility Cost Centre Evidence based learning is central to the school’s practices.

Teachers make decisions about their individual learning needs in order to provide quality teaching and improve student outcomes by:

• Engaging in action research through the Lansvale Professional Learning Model

• Professional learning plans using the Australian Professional Standards

• Setting goals using the GROWTH model • Keeping learning journals • Sharing data and achievements at regular meetings

(1xper term)

R4 R5 R2

All teachers Executive team

Improved communication and consistency of practices.

Regular team leader days to ensure shared understanding of the school’s directions and progress towards achievement of targets. (1x per term) Team planning days to ensure consistency of teaching and learning programs across grade/stage. (1xterm)

R3 Executive team All teachers

Cost of casual x6

Shared learning through a teaching practices network with St John’s Park, Canley Vale, Harrington St, Carramar & Lansvale East.

Professional learning is shared through our network of local schools with Canley Vale, Fairfield, Carramar, Lansvale East Cabramatta West and St John’s Park. Term 2 Staff Development Day, interschool visits, workshops demonstrations and forums. Professional learning based on identified common needs and school strengths is provided.

R4 R6

Executive from all schools involved All teachers

$5000


Indicators Strategies 2012 2013 2014 NP reform Responsibility Cost Centre All New Scheme Teachers working on developing materials to support their Professional Competence Portfolio. Mentors established for all early career teachers.

Orientation Program implemented for all new temporary/permanent teachers. Support for teacher accreditation at professional competence level of The Institute of Teachers Framework is provided through dem lessons, team teaching, accreditation report preparation Mentoring Processes available to all New Scheme Teachers through fortnightly leadership development meetings, Coaching Support, accreditation report preparation.

New scheme teachers Executive team Mentors

Tied P/L per nominated perm NST

An enhanced relationship between UWS and the school in terms of practicum/professional experience, context visits and action research. Mentoring support continues

Our partnership with UWS is enhanced by: • Participation in two major professional experience

practicum’s in 2014. • LPS as a base for Context Visits for UWS.

R6 ESL AP Shared with Community of Schools network budget + $500

Improvement in school’s leadership density. All Budding Leaders working on goals to support their individual learning. Budding leaders continue Professional Accomplishment.

Teachers leadership aspirations are supported through: • Regular “budding leaders” meetings • Professional reading and goal setting • Involvement in school executive planning • Support for accomplishment and leadership

accreditation as appropriate • Leadership coaching sessions to set individual goals. • Overnight leadership conference. Teachers working towards higher levels of accreditation are supported.

R4

Budding leaders Executive team Budding leader mentor

$7000


Indicators Strategies 2012 2013 2014 Responsibility Cost Centre High level of student participation allows students to “make a difference.”

Student participation in the life of the school is increased through: • Continued support of the SRC and the student Safety

Club. • Continuation of mentor/leadership student groups such

as Peer Support • Playground Busters program • Breakfast Club • Environment Club • Safety Club

Teachers and students

SRC - $2620 Safety Club - $500 Breakfast Club - $200

Gifted and talented students are identified and provided with appropriate programs.

Teachers to develop a deeper understanding of the needs of Gifted and Talented students through: • Implementation of the school’s G &T policy and

procedures for identification • Professional learning on strategies to differentiate the

curriculum. • Individual research projects.

All teachers

100% of families at-risk and those that may become at-risk in the future are identified and supported with case work.

Employ a paraprofessional for 5 days per week (1.0FTE) to:

• Outreach work • Engaging families at information stalls • Referrals from teachers, families, students. • Screen potential students who may require

support developing their working memory • All students requiring development in social skills

identified by teachers, parents and LST. Social development engaged through active role play, awareness of feelings and emotions

Social Worker Community team All teachers

$70000


Indicators Strategies 2012 2013 2014 Responsibility Cost Centre Student talents are fostered and opportunities provided for students to showcase their skills.

Visual Arts continues to be a learning focus: • Student art works produced throughout the year are

displayed at an end of the year Lansvale Arts Showcase.

• Talented visual arts students participate in learning experiences

• Professional learning that supports the practical application of the Creative Arts

Student interest groups work with teachers to plan, rehearse and perform including: • A drama group participating in the Primary Play

program • The choir performing at the Gillawarna Festival • Multicultural dance groups performing at various

functions • Talent quest performances

CA team All teachers Community language, choir, Drama and dance teachers

$20000 – Art teacher $3200 - choir

Build a shared understanding of bullying including- procedures for reporting bullying incidents, classroom resources and inform the community. Promote a shared responsibility among staff for continual monitoring and tracking

Welfare team to review school rules and behaviour steps.

Staff meeting to inform new staff of scope & sequence/ reporting procedures/ classroom resources.

Work collaboratively with Social worker (Julia) to monitor social isolates and continue ‘Confident Kids’ Program.

Re-print pamphlets for community/ possible Parent Workshop with Julia.

Welfare team with whole staff consultation.

$2400


2012 2013 2014 100% of staff set a technology goal and achieve it with

the support of the technology team. 100% of classrooms are fitted with an interactive

whiteboard. 100% of teachers receive training on using electronic

whiteboards for quality teaching. 100% of students able to access technology every day

through our technology saturation model. The school’s processes are refined to develop an IT

model that enables technology issues to be identified and addressed promptly by the appropriate personnel.

30% of class teachers develop and implement viable class blogs or wikis as a communication and learning tool for students and parents.

100% of staff set a technology goal and achieve it with the support of the technology team in 2013.

100% of staff with whiteboards effectively utilise them to provide quality teaching.

80% of students able to use digital media every day through our technology saturation model to explore ideas and demonstrate knowledge in 2013.

Maintain percentage of class teachers developing and implementing viable class blogs or wikis as a communication and learning tool for students and parents at 44% in 2013.

100% of teachers authentically integrate ICT into quality teaching and learning programs in 2014.

100% of staff with whiteboards contributes to an ICT resource portfolio as well as class blogs, wikis, learning tools for students and their families.

OUTCOME 4: ICT is an integral part of our teaching learning approach P - 6


Indicators Strategies 2012 2013 2014 NP reform Responsibility Funding

More student individualised access to quality technology Improvements in student access and familiarity with innovative technological tools

Employment of ICT Coordinator (1 day) with role refined to mentor, coach, facilitate, manage and lead. Stay up to date with the latest information at ICT Coordinator workshops and ICT Masterclass Authentic TPL - Staff given one day of PL to work with the ICT Coordinator and their stage to plan integrated units with technology. External courses – opportunities for teacher to do courses around ICT Select and implement BYOD model with a trial class and create policies

R4

Technology team

$19880 – teacher release 1xday p/wk

As above Significant and ongoing individual, whole school and team professional learning on technology and engagement. The technology team works with Technology consultants to provide teachers with ongoing professional learning that focuses on: • Effective and authentic ways to incorporate ICT and interactive whiteboards specifically into classroom practice. • Resources for lessons that are developed and shared across the school.

All teachers $5289

Effective maintenance of technology resources and improved electronic communication for all members of the school community.

Employment of Technology Paraprofessional to: • ensure technology runs smoothly • support class teachers in the design and

implementation of innovative interactive multimedia teaching resources.

• further develop the school website is continuously updating and improving the site.

• Development of a mobile app for Ipad and smart phones use.

R3, R4 Paraprofessional Paraprof- $84700


Indicators Strategies 2012 2013 2014 NP reform Responsibility Cost Centre Maintain and repair technology in a timely, cost efficient manner so that teaching and learning is facilitated.

Continue annual subscriptions for Sentral and Skwirk and review latest software. Commence with Phase 2 of netbook plan. Move the netbook trolleys from Block 7 to the demountables and Block 4 and purchase another set of 32 netbooks/tablets for Block 7. This gives all of Stage 2 and 3 1:1 access. Introduce additional access points across the school to speed up login times and internet access if necessary. Review older IWBs, netbooks, PCs and laptops and replace and repair where necessary.

Technology team Paraprofessional All teachers

$5025- software $41400 – hardware $3706 - maintenance


2012 2013 2014 Parent surveys indicate parents feel welcome, supported

and confident to participate in the life of the school. (QSL & School Map)

Parent attendance at Forums averages 20+. A variety of successful after hours programs are

implemented and accessed by 200+ students. The “Drop in Centre” is established with a parent library

and a school uniform shop. 100% of Aboriginal parents feel welcomed at the school

as assessed by School Map. 100% of Aboriginal parents contribute to and endorse

ILPs developed for their children. Aboriginal programs are an integral part of school life and

reflect the involvement of the Aboriginal community. Successful partnerships are developed with two new

community organisations. 2 parent helpers are working in each grade. At risk families are identified through the SACC and

support is provided to meet their needs. Targeted families K-6 are provided with access to positive

parenting courses, resources, and referrals to external and DET agencies as appropriate.

Collegial networks with our local high school are established to facilitate successful transition outcomes.

Maintain the number of parents attending forums and workshops at 20+ participants in 2013.

Maintain the number of students attending after hours programs at 200+ participants in 2013.

There is greatly enhanced Aboriginal content in all integrated units of study at LPS

100% of parents co-design ILPs for all Aboriginal Students in 2013.

Maintain 2 parent helpers supporting each grade in 2013. 100% of ‘At risk’ families are identified through the SACC

in 2013. 100% of Targeted families K-6 are provided with access

to positive parenting courses, resources, and referrals to external and DET agencies as appropriate in 2013.

100% involvement of participants across a community of schools to improve middle school pedagogy in 2013.

Expand the number of after school programs from six in

2013 to nine in 2014. Increase the number of trained parents helping in

classrooms from ten parents in 2013 to twelve parents in 2014.

100% of ‘At risk’ families are identified through the learning support team in 2014.

100% of Targeted families K-6 are provided with access to positive parenting courses, resources, and referrals to external and DET agencies as appropriate in 2014.

Transition programs move from Level 3 on the Middle Schools Transition Matrix to Level 4.

OUTCOME 5: The involvement of community partnerships in our learning community is increased.


Indicators Strategies 2012 2013 2014 NP reform Responsibility Cost Centre CLO program created to articulate and disseminate school communication and promote participation. Increased parent satisfaction (feeling comfortable and confident) with their engagement in the school community

Employ 2 Community Engagement Officers (0.2 Khmer, 0.2 Vietnamese, 0.2 Chinese) to: • Operate a community information stall twice per week etc. • Run parents- organize both excursion and incursion

workshops according to parent need eg; Zumba, cooking classes, visits to local library etc.

• Organise events such as Chinese & Vietnamese New Year celebration, Khmer New Year, Community Day, Police safety information etc.

• Widen the scope of community engagement to include minority groups such as Anglo-Saxon, Aboriginal, Islander etc with cultural celebrations.

• Establish a community conference room for the community’s own use.

R3, R6

CEO

$43000

Improved community/business links and extra-curricular learning opportunities established for all.

Conversion of a classroom teacher position an AP Extra Curricular position (1.0FTE) to: • Co-ordinate after school programs for students such as

Active after Schools Fitness and homework centre • Investigate and co-ordinate as appropriate specialist

music, drama, art programs • Build on the established relationships with TAFE, Sports

commission, Community First steps to broker enhanced community links and programs.

R1 R3 R4 R6

AP Extra Curricular position

$10688 – AP diff. $14000 – Active after schools $2800 – Homework Centre

Provide a proactive middle years focus to improve links with high school, enhance school community partnerships and support our stage 3 students through transition

Conversion of a classroom teacher position to an AP Middle school years position (1.0FTE) to: • build on partnerships with local high schools; • model effective strategies through collegial teaching,

demonstrations lessons etc; • oversee successful transition programs; and • provide professional resources for all staff and parents.

R1 R3 R4 R6

AP Middle school years $34000

Our Aboriginal parents feel welcomed and valued.

Employ an Aboriginal liaison officer for 1 day per week (0.2 FTE) to support our Aboriginal students and provide professional resources and learning for all staff and parents.

R6 Aboriginal liaison officer

$5000


Indicators Strategies 2012 2013 2014 NP reform Responsibility Cost Centre To continue providing an environment where families are able to attend with their young children and be welcomed and supported with their family needs. Successful transition programs are implemented. Improved communication between preschool parents and kindergarten. Increased parent satisfaction (feeling comfortable and confident) with their engagement in the school community.

Employment of a Schools as Community Coordinator 3 days (0.6) to:

• Three (3) Multicultural Supported Playgroups – Monday, Wednesday and Friday – Friday Playgroup facilitated in partnership with Community First Step

• External support of agencies – Speech Therapist – Cabramatta Community Health, terms 1-4, week 3. Early Childhood Nurse – Sydney South West Area Health - Terms 1-4, Week 7

• Playgroup activity term programs to allow families to plan and prepare for playgroup.

• Identify 100% of at risk families through the SaCC program

• Refer all at risk families to Social Worker for case management.

• Meeting twice per term with all community members • Planning for terms and yearly forums, information

sessions, excursions • Engage elder and other community members of

minority community groups within Lansvale Public School.

• Meet regularly and liaise with early stage one and preschool staff.

• Provide input into planning transition and orientation processes.

• Continue with implementation of Adult English Classes and Home Borrowing Program

• Engaging external community organisations to partner with Lansvale Public School in providing school holiday activities, excursions and incursions

R3 R6

SaCC co-ordinator Community team

$71466

Provide assistance to meet the needs of parents and the community.

Employment of School Admin Officer 2.5 days per wk to assist with communication with non-English Speaking community (Vietnamese)

Sam SAO

$22700


2012 2013 2014 100% of teachers utilising NAPLAN Item Analysis and learning support materials to benefit and improve teaching programs. 100% of teacher teams are collecting, analysing and interpreting data from our school assessments to inform their teaching practices. An external evaluator or “critical friend” supports the school to gather evidence and test assumptions in an ongoing evaluation process. The school’s efficiency is improved with the appointment of a Business Manager

100% of teachers utilising SMART data and learning support materials to inform their teaching practices in 2013.

100% of Administration staff are transitioned to implement a new ICT administration package in 2013.

100% of teachers utilising SMART data and learning support materials to inform their teaching practices in 2014.

100% of Administration staff are transitioned to implement the next phase of the staged implementation of LMBR in 2014.

OUTCOME 6: Our school’s evaluation processes are strengthened


Indicators Strategies 2012 2013 2014 NP reform Responsibility Funding 100% of school leaders guide a process of data investigation that results in improved student achievement. 100% of teachers build their capacity to use multiple sources of data effectively : - determining what students know and need to know; - collecting or accessing data; - analysing results (formulating questions, interpreting results) set priorities and goals

Whole school analysis of NAPLAN data to set priorities in teaching/learning programs. Continued professional learning focussing on NAPLAN item analysis and learning support materials to benefit and improve teaching programs.

R5

Executive team Teachers Critical friend

Relieving administration duties from teachers so that focus is on student learning.

Employment of School Administration Officer as Paraprofessional (3 days overtime p/wk) to: • Plan and coordinate events (whole school) • Coordinate data collection and collate surveys. • Liaise with the community as part of Community team. • Assist with updating technology, publishing notes etc

SAO – paraprofessional.

$14154

Full and comprehensive records of all staff / children medical and/or allergies.

Employ a School Administration Officer to keep records of all staff / children’s medical and/or allergies up to date.

SAM & SLSO $9110


lps school plan 2014 - lansvale public school website

Documents