School Management Plan

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School Management Plan

Yeoval Central School

2013 – 2015

Yeoval Central School – School Management Plan - (version 07-03-1325-Mar-13) page 2

Yeoval Central School

School Management Plan – 2013 to 2015

School Identified Priority Areas 2013 – 2015 Literacy

Numeracy

Leadership and Management Student Engagement

Schools Portfolio – Strategic Priority Areas 2013 - 2015 Literacy & Numeracy

Engagement & Attainment Leadership & Management Aboriginal Education Curriculum

Organisational Effectiveness School Context

Yeoval Central School is a K-12 school located in a productive rural area in the Central West of NSW.

The school draws students from the townships of Yeoval and Cumnock and from an extensive surrounding farming area. A significant number of students travel to school via bus. The school caters for primary students who have the opportunity to participate in educational excursions, sporting events and cultural activities. A comprehensive range of speciality electives are offered to secondary students to engage their interests and expand their knowledge. Students are involved in all facets of the curriculum. These include SRC, leadership, public speaking and cultural visits. A Gifted and Talented program operates for selected students throughout the year.

The school also caters for senior secondary education through the Western Access Program (WAP) linking Yeoval Central School to a number of other central schools using state of the art Video Conferencing technology for Year 11 and 12 courses. There are 35 courses for students to choose from and at our school, we offer one-to-one mentoring and face-to-face lessons. Students are accommodated in a study with individual work stations. A range of technology is available in the Senior Study, Video Conference rooms and library.

Orientation days are organised for Preschool to Kindergarten and Year 6 to Year 7 transition. Students have the opportunity to meet the staff, tour the school and participate in planned lessons. The school will have an anticipated enrolment of 142 in 2013 with 11% identifying as Aboriginal. It is expected that there will be 67 girls and 75 boys. Our primary department should have an enrolment of 73 and the secondary 69.

The school staffing entitlement is currently 15.136 full time equivalent teaching staff and 5.388 non-teaching staff. There are 6 School Learning Support Officers employed on either a part time and full time basis. Reporting to parents occurs at the end of Semester 1 and Semester 2. Parent / teacher interviews support this process.

Yeoval Central School has a comprehensive Student Welfare System with a Learning and Support Team which meet regularly each term and a Student Support Team which meets each week. The school merit system has been reviewed with changes implemented in 2011. Students are recognised for their commitment to learning and excellence for academic achievements. Good News letters, citizenship awards, class of the week, Principal Time and class awards and Presentation Night prizes are embedded in our welfare system.

The school community is involved in all school events and activities. These include sporting carnivals, cultural events and school assemblies. The P&C participates in fund raising activities, the uniform shop and involvement in community activities such as the Mulga Bill Festival, Molong Players, The Yeoval Show and local art and environmental projects.

The Yeoval Central School community is committed to providing comprehensive and quality educational programs to achieve expected student exit outcomes. We strive to ensure that students leaving Yeoval Central School will have a positive self-esteem, be highly effective communicators, be independent lifelong learners, be able to enjoy life as caring responsible citizens and be able to recognise the value of education in coping with change.

Intended Outcomes (3 year horizon, developed from School Priority Areas 2013 – 2015)

1. Strengthen teacher capacity to understand and evaluate student’s literacy skills by incorporating whole school specific teaching practices and implementing explicit programs like Reading to learn and Language, Learning and Literacy (L3).

2. Enhance the capacity to assess student’s current numeric understanding and be able to deliver effective and explicit teaching to maximise the learning of numerary for all students using Maths Matters program.

3. Identify school leadership capabilities for school improvement and strengthen teacher capacity to improve student learning outcomes. 4. Improved overall student engagement and achievement through quality teaching and learning programs.

Yeoval Central School – School Management Plan - (version 07-03-1325-Mar-13) page 4

School Identified Priority Area/s

Summary of Intended Outcomes

Literacy



Improve the percentage of students in Years 3, 5, 7 & 9 achieving above National Minimum Standard in 2013

_{NAPLAN Writing and Grammar & Punctuation when compared to average school achievement from 2008 –}

2012.

Numeracy



Improve the percentage of students in Years 3, 5, 7 & 9 achieving above National Minimum Standard in 2013

_{NAPLAN Numeracy when compared to average school achievement from 2008 – 2012.}

Leadership and Management



Enhanced school leadership capacity for school improvement.

School Identified Priority Area: Literacy

Intended Outcome:

Improve the percentage of students in Years 3, 5, 7 & 9 achieving above National Minimum Standard in 2013 NAPLAN Writing and Grammar & Punctuation

when compared to average school achievement from 2008 – 2012.

Number Strategies Indicators

Timeframe Responsibility 2013 Resource Allocation & Funding Source 2013 2014 2015 1.1

Employ additional teaching staff (primary & secondary) and SLSO to improve students’ learning as part of our Reading to Learn strategy. This involves separate English classes for Years 7 – 10. Reforms: 1,2, 3 ,4 & 5

 Flexible structure allows for more appropriate stage grouping of students.

 Teachers allocated to groups/classes to address student’s needs.

 Teachers responsible for individual student programs/ assessment.

  Principal and Executive

Low SES NP Staffing $130,705 ( 1 - $14,492 2 - $20,000 3 - $40,000 4 - $48,751 5 - $8,750) 1.2

Continuation of “Reading to Learn” K-12 staff may access ongoing training to build on existing skills. Reforms: 1, 2, 3, 4 & 5

 SMART Data analysed to confirm identified needs of students.

 Trained Reading to Learn staff model and lead other staff in the implementation of R2L strategies for students in the classroom.

 Teacher workshops organised and professional learning activities conducted with relevant staff.



  Executive and selected

staff

$ Low SES NP – staffing

(See 1.1)

1.3

Improve the capacity of existing staff at executive and classroom level (primary and secondary) to identify individual student needs from SMART Data and develop explicit strategies as part of our Reading to Learn program. Reforms: 1, 4, 5 & 6.

 Staff are regularly informed of SMART strategies at fortnightly staff meetings

 Teaching / learning programs reflect

individual student needs as evidenced from SMART data

 School executive access SMART courses when available.

 Literacy sessions for staff are scheduled during staff meetings.

   AP & HT $2000 computer coordinator Note 4 $500 DER Flexible funds Note 4 1.4

Release Literacy Team members with demonstrated expertise in the Reading to Learn principles and strategies to continue to establish in – school professional learning and mentoring. This includes monitoring

 Yearly Plan established for the Reading to Learn programs to be effective.

 Reading to Learn teachers (4) meet twice a term to determine whole school

implementation of the program.

 Staff workshops in literacy skills engage

  Principal and AP $ Low SES NP Casuals $4,000 (3 - $2000, 4 - $2000)

Yeoval Central School – School Management Plan - (version 07-03-1325-Mar-13) page 6

Number Strategies Indicators

Timeframe Responsibility 2013 Resource Allocation & Funding Source 2013 2014 2015

Corrective Reading program, working with LAST and staff workshop presentations in language conventions as determined by 2012 NAPLAN results.

Reforms: 3 & 4

them as “literacy teachers”.

 SMART data analysed and school based data collated to ascertain student progress.

 Student skill sessions meet identified literacy deficiencies.

1.5

Facilitate training for one staff member in Language, Learning and Literacy (L3) to lead, coordinate and deliver the L3 program. Reforms: 1, 4 , 3

 Attendance 12 half day sessions.

 Assistance with implementation in classroom.

 Planned teacher workshops and

professional learning activity with relevant staff

 Purchase of resources & technology to support implementation of literacy and numeracy strategies.   Kindergarten Teacher Global $ KLA note 7 $ TPL Note 4 Low SES NP $6,000 (1 - $2000 4 -$2000 3 - $2000) 1.6

Contribute to joint funding of a Connected Learning Coach to provide support and advice on the integration of technology to deliver literacy programs.

Reforms: 4, 6

 Regular training sessions throughout the year with the CLC involving the use of Interactive Whiteboards and other technologies.

 All staff access Professional Learning to incorporate Information and

Communication Technologies into their professional practice.

 Established understanding of Interactive Whiteboard techniques and teaching strategies.

 Staff member involved in regular IT VET network meetings.

   Head Teacher and

Computer Coordinator $ Low SES NP - $3634 CLC (4 - $1817 6 - $1817) 1.7

Contribute to the joint funding of a partnership mentor through advice and support on school planning and data analysis.

Reforms: 2, 4, 5 & 6

 SMART data analysed to confirm average percentage (over 5 years) of school achievement in Literacy.

 Staff attendance at National Professional Standards for Teachers workshops.

   Executive and Principal

$ Low SES NP - $4442 PM

(2 - $1110, 4 - $1110, 5 - $1111

Number Strategies Indicators Timeframe Responsibility 2013 Resource Allocation & Funding Source 2013 2014 2015

 Standards tracking self-evaluation process with National Partnership Mentor.

 Planned MyPL workshop for executive and staff.

Yeoval Central School – School Management Plan - (version 07-03-1325-Mar-13) page 8

School Identified Priority Area: Numeracy

Intended Outcome:

Improve the percentage of students in Years 3, 5, 7 & 9 achieving above National Minimum Standards in 2013 NAPLAN Numeracy when compared to

average school achievement from 2008 – 2012.

Number Strategies Indicators

Timeframe Responsibility 2013 Resource Allocation & Funding Source 2013 2014 2015 1.1

Continue Professional Learning in “Maths Matters” for two staff members. One teacher will serve as the school coordinator and the other teacher will be a stage leader in the Maths Matters strategy. Reforms: 1,2, 3 ,4 & 5

 Relevant staff trained in Maths Matters principles and teaching strategies by school coordinator.

 SMART Data analysed to confirm identified needs of students.

 Implementation of Maths Matters for students in the classroom.

 Teacher workshops, meetings, resources and professional learning activity with relevant staff.

 Coordinator and supporting teacher released from class to complete the program.

  Executive and selected staff

Low SES NP –staffing – see 1.1 Global $ KLA note 7 $ TPL Note 4 1.2

Improve the capacity of existing staff at executive and classroom level (primary and secondary) to identify individual student needs, from SMART Data, and develop explicit strategies as part of our Maths Matters program. Reforms: 1, 4, 5 & 6.

 Staff are regularly informed of SMART strategies at fortnightly staff meetings.

 Teaching/learning programs reflect

individual student needs as evidenced from SMART data.

 Maths Matters sessions for staff are scheduled during staff meetings.

   AP & HT $1000 computer coordinator Note 4 $500 DER Flexible funds Note 4 1.3

Maintain the numeracy committee to implement whole school

numeracy strategies resulting from the findings and conclusions of the 2012 numeracy school evaluation and NAPLAN results.

Reforms: 1,2, 3 ,4 & 5

 Staff meet during 2013 to establish strategies for the implementation of the committee’s recommendations.

 Maths Matters program supported.

 Staff access relevant Professional Learning to assist in the implementation of Maths Matters.   Maths Committee $ Low SES NP – staffing (See 1.1) Global $ KLA note 7 $ TPL Note 4

Number Strategies Indicators Timeframe Responsibility 2013 Resource Allocation & Funding Source 2013 2014 2015 1.4

Release Numeracy Team members with demonstrated expertise in the Maths Matters strategy to continue to establish in – school professional learning and mentoring. This includes monitoring the Maths Matters strategy and the school numeracy evaluation process. This involves working with LAST and presenting workshop to staff in numeracy as determined by 2012 NAPLAN results.

Reforms: 1,2, 3 ,4 & 5

 Yearly Plan established for the Numeracy Team programs to be effective.

 Maths Matters teachers meet twice a term to determine whole school implementation of the program.

 Staff workshops in numeracy skills engage them as “numeracy teachers”.

 SMART data analysed and school based data collated to ascertain student progress.

 Student skill sessions meet identified numeracy deficiencies.    Maths Committee $ Low SES NP – staffing (See 1.1) 1.5

Contribute to joint funding of a Connected Learning Coach to provide support and advice on the integration of technology to deliver numeracy programs.

Reforms: 4 & 6

 Regular training sessions throughout the year with the CLC involving the use of Interactive Whiteboards and other technologies.

 All staff access Professional Learning to incorporate Information and Communication Technologies into their professional practice.

 Established understanding of Interactive Whiteboard techniques and teaching strategies.

 Staff member involved in regular IT VET network meetings.

   Head Teacher and

Computer Coordinator

$ Low SES NP CLC -see 1.6

1.6

Contribute to the joint funding of a partnership mentor to provide advice and support on school planning and data analysis. Reforms: 2, 4, 5 & 6

 SMART data analysed to confirm average percentage (over 5 years) of school achievement in Numeracy.

 Staff attendance at National Professional Standards for Teachers workshops.

 Standards tracking self-evaluation process with National Partnership Mentor.

 Planned MyPL workshop for executive and staff.

   Executive and Principal

$ Low SES NP – PM – See 1.7

Yeoval Central School – School Management Plan - (version 07-03-1325-Mar-13) page 10

School Identified Priority Area: Leadership and Management

Intended Outcome:

Enhanced school leadership capacity for school improvement.

Number Strategies Indicators

Timeframe Responsibility 2013 Resource Allocation & Funding Source 2013 2014 2015 1.1

Teacher Professional Learning in the implementation of the new Australian Curriculum K-12 Policy in each KLA.

Ensure that all programs comply with the National Curriculum requirements due in 2013. Reforms: 1, 2, 4, 5 & 6.

 Relevant consultants and BOSLO engaged for PL in K-12 National Curriculum.

 Staff participate in PL courses relating to National Curriculum.

 Supervision of classroom teachers through

the TARS process.    Principal and Executive

$ TPL Note 4 $ KLA Note 7

1.2

Improve the capacity of staff, at executive and classroom level, (primary and secondary), to identify individual student needs from SMART Data and develop explicit teaching strategies.

Reforms: 1, 4, 5 & 6.

 Staff are regularly informed of SMART strategies at fortnightly staff meetings.

 Teaching/learning programs reflect individual student needs as evidenced from SMART data.

 School executive access SMART courses when available.

 SMART sessions for staff are accessed through MyPL@DET.    AP and HT $500 DER Flexible funds Note 4 1.3

Build the capacity of staff through the TARS process and ensure that sequenced teaching and learning programs are relevant to the current needs of all students. Reforms: 1 -6

 TARS process, including program evaluation and monitoring, classroom observation and professional dialogue is conducted Term 1 and Term 3.

 Develop leadership and professional learning plans for all staff.

 Teaching and learning programs are evaluated against DET and BOS criteria by supervising Executive.

 ILP’s are developed for identified students.

  

Principal and Executive

$ TPL Note 4 $ KLA Note 7 Global $ KLA note 7 NST $2000 Note 4

Number Strategies Indicators Timeframe Responsibility 2013 Resource Allocation & Funding Source 2013 2014 2015 1.4

Join with other school to release a Connected Learning position at AP/HT level to facilitate

professional learning focussed on the effective integration of

interactive technology into classroom practice. Reforms: 4, 6

 Connected learning coach visits school twice a term to support and train teachers in the use of ICT skills.

 PL opportunities provided for staff working in WAP.

 Observation of classroom practice indicates more effective usage of interactive technology in teaching and learning.

 Programs monitored to ensure ICT skills are embedded.

 All staff access Interactive whiteboards and associated equipment to use in the teaching and learning environment.

 Professional learning program maintained K-12 to develop connected learning and ICT skills.   Principal and HT Low SES NP CLC see Lit/Num 1.5

Join with other schools to release a Partnership Mentor position at PH2 level to support leadership

development programs. Reforms: 2, 4, 5 & 6

 Staff utilise networks beyond their own school and community to support teacher

professional learning.

 The Partnership Mentor assists with

management of the curriculum to provide for the needs of all students.

 Assistance provided to analyse NAPLAN and school based data.

 

Principal and Executive

Low SES NP PM See Lit/Num

1.6

Implementation of “Discussion Starters” – Improvement by Design at staff meetings to build a culture of continual improvement amongst the staff.

 Staff have a sense of ownership in relation to key management priorities and strategies.

 Staff have a voice in the day to day running of the school and long term planning.

 Staff are resilient in a culture of change and continual improvement.   Executive $ TPL Note 4 $ KLA Note 7

Yeoval Central School – School Management Plan - (version 07-03-1325-Mar-13) page 12

School Identified Priority Area: Student engagement and attainment

Intended Outcome:

Improve overall student engagement. Strengthen teacher capacity to improve student learning outcomes.

Number Strategies Indicators

Timeframe Responsibility 2013 Resource Allocation & Funding Source 2013 2014 2015 1.1

Employ additional teaching staff and SLSO to engage students, K – 10, as part of our Literacy and Numeracy strategies.

Reforms: 1,2, 3 ,4 & 5

 Flexible structure allows for more appropriate stage grouping of students.

 Teachers allocated to groups/classes to address student’s needs.

 Teachers responsible for individual student programs/ assessment.

  Principal and Executive

Low SES NP –staffing

See 1.1

1.2

Staff utilise the ARC website to develop consistent teacher judgement.

Reforms: 1, 2, 4, 5 & 6

 Staff access and utilise website and its functionality.

 Staff enrol in PL courses.

 Staff shares expertise and implements findings.

   Teaching Staff and

Executive

$ TPL Note 4

1.3

Learning and Support Team develop and monitor Learning and Support Plans (LASPs) in literacy, numeracy and engagement in learning.

Reforms: 3, 4 & 5

 All teachers create LASPs for Aboriginal students.

 LASPs reviewed each term.

 Evidence of improved learning from class assessment tasks.

  

Learning Support Team

Learning Assistance

$2000 Note 4

1.4

Analyse individual needs in literacy and numeracy from NAPLAN results and school based assessment data and provide adequate support for all students. Reforms: 1, 2, 3 & 4

 All data is analysed.

 Students’ progress and work samples are assessed each term.

 Quality Teaching strategies are utilised to support learning.

   Executive and classroom teachers

$ TPL Note 4

1.5

Liaise with parents/carers to provide a progress report on their child’s learning.

Reforms: 1 - 6

 Student reporting occurs in Semester 1 and 2.

 Parents are invited to Parent/Teacher interviews in Semester 1 and 2.

   Classroom teachers Quality Teaching $300 Note 4 1.6

Collaborate with other Western Access Program Schools to support facilitate the delivery of a broad curriculum to increase retention,

 Students’ progress in senior courses is closely monitored.

 Destination data obtained for senior students leaving school

  Deputy Principal Access Principal Access co coordinator

Careers teacher

Number Strategies Indicators Timeframe Responsibility 2013 Resource Allocation & Funding Source 2013 2014 2015

engagement and the attainment of qualifications.

Reforms: 1, 3, 4 & 6

 Evidence of pathway through VET Work placement.

 Career based school programs provided for senior students.

1.7

Increase opportunities for student enjoyment in learning outcomes and organised activities.

Reforms: 3 & 4

 Involvement by SRC.

 School counsellor intervention.

 Lunch time activities.

 GAT program.

 Use of the library.

 Improve school environment/playground.

 Welfare Team Building Excursions Term 1 (Years 7-9).

 Peer Support Leaders _{  } Welfare Teams

School executive Classroom teachers School Certificate $1600 School to work $3300 Voc Edu $6000 Student Volunteering $1000 Transition Program $5000 All note 4 1.8

Maintain a school focus on discipline and welfare procedures. Include early intervention

techniques and student support services.

Reforms: 2 & 5

 RISC is utilised to its full capacity in the management of student discipline, welfare and progress.

 Student support policy provides timely interventions for student welfare issues.

School executive Student Support Team

Student Assistance

$1000 note 4

1.9

Upgrade technology, including SMART Boards and data projectors in hall and classrooms.

 greater use of technology in classes

 ability to showcase student achievement during assemblies in hall

 improved student engagement

 Principal

Computer Coordinator

Low SES NP $16,429

Yeoval Central School – School Management Plan - (version 07-03-1325-Mar-13) page 14

GLOSSARY

Intended Outcomes

Outcomes describe what a school wants to achieve by the end of the three year planning cycle in each school-identified priority area.

Outcomes are clear, specific and concise statements that indicate what the school aims to achieve.

Outcomes can be measured or evaluated through the collection of data or through observation during and at the end of the three year planning cycle.

Outcomes addressing literacy and numeracy are required in all school plans to align school planning and accountability to state and regional plans.

Targets

Targets describe the incremental steps to the achievement of the intended outcomes.

There may be more than one target for an intended outcome.

To align school planning and accountability to state and regional plans, overarching school targets should be set in line with state and regional targets.

Literacy and Numeracy targets are mandatory.

More specific targets or indicators can be added to assist in focusing school improvement.

Target setting guide

Start with a Verb

– increase, raise, decrease, reduce, expand, apply

/

then state the thing you want to affect

– the percentage of students in the lower two

bands of overall literacy

/

then state the baseline measurement

– from 23% in 2011

/

then state the measurement level you want to get to

–

to 15%

/

then state your time frame

–

by 2012.

e.g.

Increase the percentage of Year 5 students achieving expected growth in reading from 51.2% in 2011 to 61.2% in 2012

Indicators

Indicators demonstrate whether the identified strategies are achieving the intended outcome or target

Indicators are included in the plan to describe the progress towards achieving intended outcomes a school expects to

observe

or

measure

, if the strategies are working as

expected.

Funding Codes

Colour (taken from the Palette in Word)

Funding Source

Red

Low SES National Partnership

e.g. employ DP

Black

Global Budget

e.g. purchase resource

Blue

CAP e.g. employ teacher

Green

PSP & PAS

e.g. employ TA

Purple

Professional Learning

e.g. attendance at R2L

Orange

Aboriginal Education-

e.g. $2500

SiP employ

SLSO