school management plan€¦ · willyama high school name – school management plan 2012-2014...

School Management Plan

Willyama High School 2012 – 2014

Willyama High School Name – School Management Plan 2012-2014 (version 28.10.2011) page 2

Willyama High School School Management Plan – 2012 to 2014

School Priority Areas 2012 – 2014 - 3 Year Horizon

Literacy – Writing and Reading

Numeracy – Working Mathematically / Number

Curriculum and Assessment – Aligning curriculum, assessment and reporting

Engagement and Attainment - PBL

Aboriginal Education – Close the gap

Leadership & Management – Professional Development and Accountability

Public Schools NSW – Strategic Directions 2012 - 2014 Leadership & Management

Curriculum & Assessment

Engagement and Attainment

Literacy & Numeracy

Aboriginal Education

Organisational Effectiveness

Low Socio-Economic Reforms Reform 1: Incentives to attract high performing principals and teachers.

Reform 2: Adoption of best-practice performance measurement and staffing arrangements that articulate a clear role for principals.

Reform 3: School operational arrangements that encourage innovation and flexibility.

Reform 4: Provision of innovative and tailored learning opportunities.

Reform 5: Strengthen school accountability.

Reform 6: External partnership with parents, other schools, businesses and communities and the provision of access to extend services.

School Context Willyama High School (WHS) is located in Broken Hill. There are two public secondary schools in Broken Hill. Willyama has been identified for Priority School Program funding support for the next two years to 2013. The school enrolments for 2012 number 610 from Years 7-12. The school had declining enrolments from 2004 to 2009 and increased from 2010. Students‟ enrolling from designated feeder schools has contributed to this trend. The school services a predominantly low SES community and has a diverse school population with 68 Indigenous students (approximately 11% of the student population). This fluctuates during the year as some students are transient. The retention of Aboriginal students in senior secondary is low. The school has an established and effective welfare team and the learning assistance is being enhanced. It has a support unit with one IM and two MC classes. The tutorial centre is a district resource and is managed by WHS with two BD classes. Students are well supported through the classes and progress is being made to integrate students at suitable times into mainstream classes. The school has strong links with Technical and Further Education (TAFE) and also school offers a range of Vocational Education and Training (VET) programs. There is curriculum collaboration with Broken Hill High School in the Reaching Across the Secondary Program (RASP) for senior stage 6 courses. There are extensive transition activities and shared programs with local primary feeder schools.

The school has identified the need to improve teaching and student performance in literacy and numeracy and as such will continue to focus on actions to raise the quality teaching of these skills across the key learning areas. Student engagement in the learning process is variable and therefore teacher professional development continues to focus on actions and strategies to further engage students in their learning. The expectations of students, teachers and community in regard to education, play a pivotal role in improving student achievement, and the school has involved all stakeholders in the development and implementation of the core school values of Respect, Responsibility and Cooperation. Our school motto is “We value and promote diversity effort and achievement”

To facilitate the continual improvement of our programs both academic and social, the school develops specific initiatives in areas such as Literacy,Numeracy, Curriculum alignment, assessment and reporting, Learning Support Team, Welfare and Discipline and Positive Behaviour for Learning (PBL) ICT in classroom, Aboriginal Education. Work groups will also form to tackle issues on a needs basis. These groups may include Curriculum Pathways, Gifted and Talented Education, school organisation and other areas that are identified for review each year.

An important issue that is currently affecting our future direction is the reducing student population in Broken Hill. This is impacting on school structure and curriculum. To combat this we have established the RASP initiative with Willyama High School sharing senior classes and utilising innovative technologies with a mix of face - to - face teaching. This program is being expanded to include Trade Training facilities and closer ties with the central schools in our area. With National Partnership funding initiatives to improve teaching and learning with additional staff finishing mid 2013, the school will restructure roles and responsibilities of executive positions in 2012.

KLA‟s will focus on improving quality teaching and learning to improve student outcomes. The priorities in the school plan attempt to address the long term needs of students who live in an isolated rural environment to learn new skills and competencies to build capacity to cope with an increasingly complex world. The school executive consists of the Relieving Principal, Deputy Principal Low SES, Relieving Deputy Principal, HT English - LOTE, HT Mathematics, HT Science, HT TAS, HT CAPA - PD/H/PE, HT Welfare, Relieving HT HSIE. We also will have a HT Low SES Special Programs in 2012 plus .4 HT Quality Teaching. With the loss of experienced teachers through retirement and transfer, the school will have


approximately 58% of its staff members in their first five years of teaching in 2012. Our management plan is a working document that will evolve as circumstances change to meet the needs of students. We encourage students to adopt the school motto – “No Reward Without Effort”. Our core values are: “Be Respectful, Be Responsible, Be Cooperative”.

Intended Outcomes (3 year horizon, developed from School Priority Areas 2012 – 2014)

Improve the literacy of all students for all students.

Improve levels of numeracy achievement for all students.

Significantly improve student learning through consistent explicit teaching and curriculum alignment in preparation for National Curriculum.

Lift expectations of staff and students through recognising positive behaviour and acknowledgment of student achievement.

Improve overall academic achievement of Aboriginal Students.

Develop and enhance leadership skills of all staff.

Principal: Shirley Ellis Date: 28th October 2011 Endorsed by School Education Director: Trish Webb Date: 28th October 2011

School Identified Priority Area/s Summary of Targets/Intended Outcomes

Literacy

Intended Outcomes

Improve the literacy performance of all Year 7 students particularly in reading and writing. Targets

Decrease the percentage of Year 9 students in the bottom 2 bands in NAPLAN writing from 53% to 48% in 2012.

Increase the percentage of Year 9 students in the top 2 bands in NAPLAN writing from 6% to 11% in 2012.

Decrease the percentage of students in the bottom 2 bands in NAPLAN reading from 36% in Year 7 2010 to 31% in Year 9 2012.

Numeracy

Intended Outcomes

Improve the numeracy performance of all students. Targets

Increase the percentage of Year 7 students achieving expected growth in NAPLAN numeracy from 66.2% to 70% in 2012.Decrease the percentage of students in the bottom 2 bands in NAPLAN numeracy from 36% in Year 7 2010 to 31% in Year 9 in 2012.

Increase the percentage of students in the top 2 bands in NAPLAN numeracy from 15% in Year 7 2010 to 20% Year 9 2012.


School Identified Priority Area/s Summary of Targets/Intended Outcomes

Curriculum and Assessment

Intended Outcomes

All teachers to participate in ongoing, structured professional learning in allocated periods. Teachers embed Quality Teaching Framework into classroom practice.

Teachers align curriculum, pedagogy, assessment and reporting to Incorporate Quality Teaching in programming and classroom practice.

Staff confident in use of ICT in class utilising quality teaching framework.

Teachers reflect on and improve the effectiveness of their use of ICT in the classroom.

All teachers need to reflect on and improve the effectiveness of their use of ICT in the classroom.

Engagement and Attainment

Intended Outcomes

Improve student attendance in Years 7-12, targeting

Positive Behaviour for Learning (PBL) implemented and embedded into whole school practices.

Better prepare students to enter the workforce.

Increase the number of band 5 & 6 in all subjects in the HSC 2012.

Improve value adding for low, middle and high achieving students in all subjects in HSC.

Continue to support Xsel students. Targets

Increase student levels of satisfaction, as identified by student survey, across all years from 64% in 2011 to 70% in 2012.

Aboriginal Education

Intended Outcomes

Improve the performance of Aboriginal Students in Literacy, particularly reading and writing.

Improve the performance of Aboriginal Students in numeracy.

Continue to close the gap between Aboriginal Students and the rest of School Population.

Increase the number of Aboriginal students on PLP‟s from 35% in 2011 to 100% in 2012 Targets

Increase the number of Aboriginal students on PLPs from 35% in 2011 to 100% in 2012.

Leadership and Management

Intended Outcomes

Develop leadership skills for all staff.

Improve the management of school resources.


School Identified Priority Area: Literacy Intended Outcome/s:

Improve the literacy of all students in Year 7 – 9 students particularly in reading and writing Target/s:

Decrease the percentage of Year 9 students in the bottom 2 bands in writing from 53% to 48% in 2012.

Increase the percentage of Year 9 students in the top 2 bands in writing from 6% to 9% in 2012.

Decrease the percentage of students in the bottom 2 bands in reading from 36% in Year 7 2010 to 31% in Year 9 2012.

Number Strategies Indicators Reform

Area

Timeframe

Responsibility

2012 Resource

Allocation & Funding Source

2012 2013 2014

1.1 Reappoint Head Teacher Literacy/HSIE and appoint Literacy Coordinator

Head Teacher position continues Review workplan for 2012 New coordinator appointment for 2012

1, 2, 5 Principal School Staffing

1.2 Work with English and HSIE KLA‟s to implement literacy strategies in programs, units and lessons

Literacy strategies incorporated in English and HSIE lessons

4 Head Teacher Literacy

and KLA Head Teachers

1.3 Work with KLA‟s to link literacy strategies taught to assessment tasks

Literacy strategies incorporated into assessments tasks

4 HT Literacy/KLA HT‟s

1.4

Implement Reading to Learn strategies in literacy groups

Reading to Learn strategies implemented and groups established Attendance of R2L by staff professional learning

4 HT Literacy

Resources $3219

P. Learning $6000

1.5 NAPLAN Analysis Year 5 and Year 7

NAPLAN data accessed from feeder schools and analysed to inform teaching and make decisions. 2 Principal

1.6 Specific literacy lessons for Year 7 and Year 9 classes throughout the year

Literacy lessons running on a regular basis and reviewed each term 3, 4

HT Literacy, Coordinator

Resources $3274

1.7

Explicit teaching of paragraph writing, how to use brainstorming tools and interpretation of literal, inferred and evaluative questions

Skills taught to a range of students and scaffolded into lessons. Improvement in these areas evident.

3, 4 HT Literacy & KLA‟s

1.8 Explicit teaching of interpreting text, including things such as identifying key terms and structure.

Students applying skills and embedded in curriculum 4 HT Literacy & KLA‟s

1.9 NAPLAN Practice Students exposed to NAPLAN style questions and test

conditions. Students more prepared for NAPLAN tests. 2 HT Literacy & KLA‟s

1.10 STLA working with specific students in small groups and team teaching with staff of low ability classes

STLA playing active role in developing student with learning difficulties

4 STLA


School Identified Priority Area: Numeracy Intended Outcome/s:

To improve the overall numeracy of all students

Target/s:

Decrease the percentage of students in the bottom 2 bands in NAPLAN numeracy from 36% in Year 7 2010 to 31% in Year 9 in 2012.

Increase the percentage of students in the top 2 bands in NAPLAN numeracy from 15% in Year 7 2010 to 20% Year 9 2012.

Increase the percentage of Year 7 students achieving expected growth in NAPLAN numeracy from 66.2% to 70% in 2012.


Area

Timeframe

Responsibility

2012 Resource


2012 2013 2014

2.1 Reappoint Head Teacher Numeracy and appoint Numeracy Coordinator

Head Teacher position continues Review work plan for 2012 New coordinator appointment for 2012

1, 2, 5 Principal Employ Head

Teacher $123,956

2.2

Work with Mathematics KLA to implement numeracy strategies in programs, units, lessons and assessment.

Numeracy strategies embedded into KLA programs, units, lessons and assessments.

3, 4

Head Teacher Numeracy and

KLA Head Teachers

2.3 Work with other KLAs within the school to assist in embedding numeracy content into teaching programs.

Numeracy content embedded into teaching programs in all KLA‟s. 3, 4 Numeracy Team

Resources $1000

2.4

Use of Maths300 teaching resources and Denison College Moodle to engage students in numeracy enrichment groups and in regular classes

Classes using Maths 300 and Denison Moodle Programs and registrations for enrichment and regular classes

4 Maths KLA

Denison Moodle $1500

Maths 300 $1500

PSP $3000

2.5 NAPLAN Analysis

NAPLAN data accessed and analysed to inform teaching and make decisions. 5 All staff

2.6 Two numeracy lessons per cycle for all year 7 classes in preparation for NAPLAN

Timetable developed and program evidence of these lessons

4 HT Numeracy Coordinator

2.7 Year 7, 8 & 9 Gifted and Talented class identified and worked with 1 lesson per cycle

Numeracy team working alongside normal teacher with Gifted and talented class once per cycle. 3, 4

HT Numeracy Coordinator

2.8 Explicit teaching of problem solving techniques in numeracy

Embedded in program Demonstrated by Numeracy team to KLA 4

HT Numeracy Coordinator Maths KLA

2.9 Two numeracy lessons per cycle for each Year 9 class during terms one and two in preparation for NAPLAN

Timetable reflects classes and times by Numeracy team 4




Area

Timeframe

Responsibility

2012 Resource


2012 2013 2014

2.10 NAPLAN Workshops for all Year 9 students giving exposure to NAPLAN style questions

Program register and workshops with teachers and students for improved results in NAPLAN 4


2.11 Quicksmart coordinator working with identified year 7 students twice a week.

Timetable for teacher and targeted students Attendance at lessons. 3

Quicksmart Teacher

PSP Employ .6 Teacher

$64,626


School Identified Priority Area: Curriculum and Assessment Intended Outcome/s:

All teachers to participate in ongoing, structured professional learning in allocated periods. Teachers embed Quality Teaching Framework in classroom practice.

Teachers align curriculum, pedagogy, assessment and reporting to Incorporate Quality Teaching in programming and classroom practice

Teachers reflect on and improve the effectiveness of their use of ICT in the classroom.

Staff confident in use of ICT in the classroom.


Area

Timeframe

Responsibility

2012 Resource


2012 2013 2014

3.1 Reappoint Deputy Principal Professional Learning. Reappoint Deputy Principal Professional Learning

Review work plan for 2012 1, 2, 5 Principal Employ DPPL

$144,729

3.2 Employ teachers to create extra release time for professional learning.

Extra teaching staff employed to cover extra release periods for professional development 3 P/DP Curriculum

3.3 All teachers to develop IPLPs based on professional teaching standards.

All teachers have completed IPLPs and passed on to Deputy Principal Professional Learning for implementation and review. 3 All teachers

School Curriculum

3.4 Continue school professional learning centre. Additional resources to support professional learning

A room has been allocated and properly resourced to allow uninterrupted professional learning to take place. 3, 4 Principal

Resources $2000

3.5 Develop and implement professional learning program for all staff targeting school priority areas.

Scope and sequence for professional learning for all staff targeting school priority areas. 3, 6

DP Professional Learning

Professional Learning Funds

3.6 Quality teaching workshops conducted at whole school staff meetings.

Quality teaching the focus of whole school professional learning and targeted staff meetings. 4

DP PL KLA HT‟s

Consumables $4000

3.7 Professional development in the Quality Teaching Framework for new scheme teachers.

All new scheme teachers participate in professional development days at district office term 1. 4 District Office

3.8 Training for all teachers in curriculum mapping and alignment focusing initially on scope and sequences, assessments and programming.

Training and development conducted by Agile Minds. Head Teachers lead KLA‟s in curriculum, assessment and programming

4, 6 Agile Minds

Head Teachers KLA

PL $18,000 Agile Minds

3.9 Time provided in professional learning periods to develop assessment and programs.

Stage 4 assessment strategies and programs developed throughout term 2 & 3 for all KLA areas. 4, 6 DP Curriculum

3.10 Contribute to employment of National Partnerships Connected Learning Coach at district level

NP Connected Learning Coach employed

Support provided to National Partnership and school teams

1 & 5 SED

Employ NP CLC $32,774

3.11 Teachers have been allocated professional learning time to develop ICT skills and resources.

Time allocated during professional learning periods. Support from CLC in professional learning for staff Improved ICT skills and resources from all staff

3 DP Curriculum

DP PL

Hardware $8000

Software $1000

3.11 New Scheme teacher training in building and developing ICT resources.

New Scheme Teachers develop ICT resources supported by Professional Learning Coach at district office or at school 3, 4

Connected Learning Coach


School Identified Priority Area: Engagement and Attainment Intended Outcome/s:

Improve student attendance in Years 7-12, targeting

Positive Behaviour for Learning (PBL) implemented and embedded into whole school practices.

Better prepare students to enter the workforce.


Increase the number of band 5 & 6 in all subjects in HSC in 2012.

Improve value adding for low, middle and high achieving students in all subjects in the HSC in 2012.

Increase student participation in enrichment activities. Target/s:

Increase student levels of satisfaction, as identified by student survey, across all years from 64% in 2011 to 70% in 2012.


Area

Timeframe

Responsibility

2012 Resource


2012 2013 2014

4.1 Reappoint Head Teacher Engagement

Reappoint Head Teacher Engagement Review workplan for 2012 1, 2, 4 Principal

Employ HT $123,956

4.2 Conduct school attendance audit and evaluate school attendance plan

School attendance reviewed & modified, implemented and monitored during 2012. 3, 5 HT Engagement

4.3 Student attendance monitoring through electronic roll marking and improved communication with parents.

Monitoring of attendance shows decrease in absences. Less unexplained absences. 3, 5 Roll Teachers

4.4 Ongoing training for staff about improved roll marking and attendance follow up procedures.

Increase in efficiency of roll marking by staff. Risc data shows evidence of follow up by staff for absences. 3 HT Engagement

4.5 Develop improved strategies for truancy Truancy plan trialled and implemented, evaluated and modified.

Decrease in truancy on Risc 3, 5 Truancy Team

4.6 Head Teacher Engagement leading PBL implementation within the school

Action plan on intranet from HT Engagement EARS meeting to review progress with Principal District coach evaluation on implementation of PBL

3, 5 HT Engagement

4.7

PBL team meets regularly to discuss and plan PBL implementation

Weekly PBL meetings take place to assess and review PBL focus areas and targets. Minutes of meetings available to all staff on intranet Improved student behaviour and school culture

3 PBL Team PBL

$8000

4.6 Careers advisor to organise and develop programs in work readiness for years 9-12.

Programs implemented Published in Whisper TARS

4, 6 Careers Advisor

4.8 Scope and sequences incorporating work enterprise component.

Evident in all KLA scope and sequences EARS review by Principal 4

KLA HT‟s Principal

4.9 Links to learning and alternative programs Student participation in alternative programs and evaluations

6 HT Engagement

4.10 VET subjects incorporated into the curriculum

Curriculum at a Glance published Subject selection booklet for Year 11 & 12 3, 4 DP Curriculum

4.11 iTrain- alternative curriculum for year 11.

Review and evaluation of alternative curriculum Evaluation of progress for y12 students 3, 6 DP Curriculum



Area

Timeframe

Responsibility

2012 Resource


2012 2013 2014

4.12 Work Experience conducted once per cycle for year 10 students.

Currently completed day 8 of 2 week cycle. Student work reports sent to parents 3, 6 Careers Advisor

4.13 Build on links with Macquarie University and University of Sydney (BH) to support curriculum and showcase potential career choices

Students participating in Field work in Science and AAA program in PDHPE and others 6 DP Curriculum

4.14 Teaching staff attend subject specific professional development to improve skills in specific subject content areas.

KLA documentation scope and sequence of professional learning activities – minutes of meetings Professional Learning Plans summarise activities

4 All Teachers

4.15 Students encouraged to utilise the FAST centre. FAST centre operating successfully twice a week

Numbers sustained – roll 3 Students/Parents FAST $18,000

4.16 Teacher training in understanding Blooms Taxonomy to inform teaching and how to develop student skills in answering higher order questions.

Delivered throughout Agile Minds workshops and professional learning periods. TARS and improved results for HSC and assessments

4 DPPL

4.17 Supervised Senior study area created for students work in during study periods.

Students actively engaged with teacher led activities Staff allocated periods as part of timetable 3 DP Curriculum School Staffing

4.18 Xsel students are provided with a well resourced learning space.

Learning space substantially resourced with ICT equipment and staff support. 3 Principal

4.19 Allocation of staff member for science practicals for xsel students

Science teacher allocated periods to organise science practicals 4 DP Curriculum

4.20 School financial support for students to attend compulsory residential schools in Dubbo.

Funds for 4 xsel students to support transport costs for 4 residential schools. 3 Principal

$2000 School budget

4.21 Allocated Xsel support person. Teacher appointed as support person and given period

allowance and communicating with xsel in Dubbo 3 DPCurriculum

School Identified Priority Area: Aboriginal Education Intended Outcome/s:

Improve the performance of Aboriginal students in Literacy, particularly reading and writing.

Improve the performance of Aboriginal students in numeracy.

Continue to close the gap between Aboriginal students and the rest of school population.


Target/s:

Increase the number of Aboriginal students on PLPs from 35% in 2011 to 100% in 2012.


Area

Timeframe

Responsibility

2012 Resource


2012 2013 2014

5.1 Appoint Aboriginal Education Worker to support Aboriginal students engagement and retention

Liaising with parents and students for positive engagement Chasing up truancy and attendance concerns 1, 3 Principal

Employ AEW $55,290

5.2 The Literacy Team liaise with AEW, AEO and STLA in regards to the needs of Aboriginal students

Open communication for team approach to supporting Aboriginal Students 3 Ab Ed/Lit Teams

5.3 NAPLAN – analysis of literacy needs from previous data NAPLAN data accessed and analysed to inform teaching and

make decisions. 4, 5 HT

Lit/Num/Tutors

5.4 The literacy team choose texts that will engage and encourage Aboriginal students to read

Collaborative communication between all stakeholders with strategies to support Aboriginal students 4 Literacy team Texts $2000

5.5 Uses literacy teaching strategies from 8 Ways of Knowing to enhance the learning needs of Aboriginal students verbal/narrative style of presentation

Literacy strategies used to enhance Aboriginal learning. Professional Learning focus and presentation 3 All teachers

5.6 The Numeracy Team liaises with AEW, AEO and STLA in regards to the needs of Aboriginal students

Numeracy team has liaised with Aboriginal education staff addressing numerical needs of Aboriginal students. 3

Ab Ed/Num Teams

5.7 Aboriginal students worked with during NAPLAN workshops and exposed to numeracy through numeracy based lessons

Students actively participating in planned activities. Improved learning and results of Aboriginal Students 4 Tutors

Resources $2000

5.8 Formation of Aboriginal Education Team (AET) that meets regularly to discuss and plan for Aboriginal education.

AET meets on a regular basis to review plans, policies and targets. 3 Ab Ed Team

5.9

Increasing the profile of Aboriginality within the school by flying the Aboriginal flag and „acknowledgement of country‟ on every assembly and displaying The Apology in the school foyer. Publish articles in Whisper

Flags clearly visible Assembly Acknowledge country Apology in Foyer Articles in Whisper on student achievements, & Naidoc week.

3 Principal

Ab Ed Team

5.10 Develop a school aboriginal policy and action plan liaising with community and AECG

Aboriginal Team develops and communicates to all staff and community and AECG 3, 6

Principal/Ab Ed Team

5.11 Incorporate Aboriginal perspectives in teaching and learning programs.

Aboriginal perspectives incorporated through KLA scope and sequences. 3, 4 KLA‟s

5.12 Employ Aboriginal tutors to support students learning and liaise with community

Tutors assisting students to enhance their literacy/numeracy and complete class work. 1, 3 Principal

Norta Norta $20,000?



Area

Timeframe

Responsibility

2012 Resource


2012 2013 2014

5.13 Evaluate and refine a process to implement and monitor PLPs.

Process refined and implemented PLP‟s developed for all students 4 Ab Ed Team

School Identified Priority Area: Leadership and Management Intended Outcome/s: Develop leadership skills of all staff Improve the management of school resources



Area

Timeframe

Responsibility

2012 Resource


2012 2013 2014

1.1 Contribute to employment of National Partnerships Principals‟ Mentor at district level

NP Principal‟s Mentor employed

Support provided to National Partnership and school teams

1 & 5 SED

Employ NP Mentor $32,774

1.2 Provide leadership training for Executive staff and aspiring leaders

Leadership training planned, documented and implemented. More executive leading professional learning, whole school and KLA programs

2, 4 P/DPPL/DPW/DPC

1.2

Evaluate and review structure of KLA meetings to incorporate meaningful professional learning and accountability

Evaluation and restructure of KLA meetings Scope and Sequence for professional learning for KLA published on intranet Minutes of KLA meetings on intranet EARS evaluation and accountability

2, 4, 5 Principal and

Executive

1.3 Evaluate and improve the TARS/EARS process of accountability

TARS/EARS process evaluated and embedded in school culture. 5

Principal and Executive

1.4 Evaluate management of whole school resources Whole school evaluation team analyses data, evaluate

strategies for improved school management. 5 Principal & Executive

1.5 Appoint School Administrative Officer to support National Partnerships initiatives

Administrative tasks completed by SAO 1, 3 Principal

Employ SAO $50,534


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

Dark Red Other e.g. $1000 Community Grant

school management plan€¦ · willyama high school name – school management plan 2012-2014...

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