School Management Plan
CARENNE
2012 – 2014
2014
Carenne
School Management Plan – 2012 to 2014
School Identified Priority Areas 2012 – 2014
Curriculum: Literacy – Best Start, L3, Environmental Literacy, Assessment
Strategies.
Numeracy – Best Start, Count Me In Too (CMIT), TEN, Environmental/Community
numeracy literacy, Assessment Strategies.
Primary Industries & Agriculture plus Trade Training Centre focus.
PDHPE – Sexuality and protective behaviours training.
Leadership & Management: Assessment and Review process for all staff;
development of leadership skills (succession); AP SSP workgroup.
Organisational Effectiveness: clearly defined Roles and Responsibilities;
Staff Development: Team building; Curriculum; Teacher Quality
Aboriginal Education: Aboriginal Pedagogy & Cultural Awareness; BroSpeak.
Engagement & Attainment: Continue to embed PBL in school culture; Structured
approach to playground use; communication with parents; Stepping Stones Program;
technology/Connected Learning/iPads; workplace Learning - Stage 5 & 6 students.
Schools Portfolio – Strategic Priority Areas 2012 - 2014
Literacy & Numeracy
Engagement & Attainment
Leadership & Management
Aboriginal Education
Curriculum
Organisational Effectiveness
 Attention required
 On track
 Complete (date)
School Context - 2014
Carenne School is a School for Specific Purposes catering for 93 students with moderate to severe intellectual disabilities and other special learning needs with students from
4 – 18 years. Our school is situated in Bathurst, Central Western NSW. The school has a very strong sense of community with a belief that our students have the right to
take their place in society now and in the future. The school was first established as Glenray School in 1958 to support the community of Bathurst. That support now extends
to many of Bathurst’s outlying areas. Parents and carers play a vital role in the shaping of their child’s education with a focus on individual student needs. Carenne receives
Equity funding to support our school community’s needs. We continue to embed the philosophy of Positive Behaviour for Learning (PBL) to match the needs of our school
community. Our PBL team continues to support a whole school ethic of PBL which will continue influence the school and teacher quality for years to come. Carenne is a
technology centred school where every classroom is equipped with an interactive whiteboard, internet-compatible computers, iPads and wireless access. We enrich student
learning through technology to support learning and communication needs. The BER provided a COLA, refurbished library and high support classroom to complement the
new classroom block opened in 2010. Students participate in a range of educational, living skills, cultural, sport and leisure programs. Our fundraising focus for 2014 is the
provision of a Hydrotherapy Spa facility to aid our high needs students. Our students feel valued, safe and secure in the caring learning environment of Carenne School.
Intended Outcomes (3 year horizon, developed from School Priority Areas 2012 – 2014)
Improved results for all students in literacy and numeracy based outcomes.
Improved outcomes for Aboriginal students; increased understanding of cultural aspects.
Primary Industries established for ongoing studies in Stages 5 & 6. Successful participation in TVET Cert I and/or Cert II; Agriculture incorporated into senior programs.
Continuum for Life Skills outcomes, K-6 syllabi established and linked to assessment and reporting; New Curriculums introduced as required in 2014.
Technology use maximised for teaching and learning – iPads, computers, Connected Classroom/IWB and software use.
Increased engagement of students, standardised rewards and consequences through a whole school focus on PBL.
Improved physical outcomes for all students through therapy support and PDHPE programs.
Staff working with consistent approaches in Assessment and Review Schedules, programming, assessment and reporting, roles and responsibilities.
Principal:
School Name – School Management Plan (version 3/8/2011)
Date:
Endorsed by School Education Director:
Date:
page 2
School Identified Priority Area/s
Summary of Targets
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Literacy
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Numeracy
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Curriculum
Leadership and Management
Organisational Effectiveness
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
School Name – School Management Plan (version 3/8/2011)
90% of students to achieve outcomes negotiated in IEPs for numeracy as documented by class based
assessment.
30% of staff implements the Count Me In Too program to develop numeracy skills and support student
learning.
30% of staff implements the targeted Early Numeracy program strategies.
80% of Stage 5 & 6 students enrolled in Primary Industries and/or Agriculture with 90% completing course
requirements;
90% of 7 – 12 students have access to Trade Training Centre facilities;
90% of students K-12 participated in programs focussed on protective behaviours and “Keep Them Safe”
philosophies.
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90 % of current and aspiring leaders participate in Network, and school based leadership activities;
100% of staff have clearly defined role statements and understand their Roles and Responsibilities;
100% of staff have Professional Learning plans which may include Team Building, Conflict Resolution, and
Teacher Quality with a focus on individual needs and curriculum.

100% of teaching staff embed Aboriginal pedagogies into aspects of Teaching and learning programs as
demonstrated by program evaluations.
90% of Aboriginal families participate in school student centred activities aimed at increased community
engagement.
100% of Aboriginal students have Personalised Learning Plans developed in consultation with families.
10% of teaching staff participate in SEG Professional Learning to embed Aboriginal pedagogies into Teaching
and learning programs.

Aboriginal Education
90% of students to achieve outcomes negotiated in IEPs for literacy as demonstrated by class based
assessment.
100% of staff across K-12 use school developed environmental and functional reading programs as evidenced
by Executive program evaluation documentation.
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page 3
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Engagement and Attainment
School Name – School Management Plan (version 3/8/2011)
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100% of classes practise and promote “Positive Behaviour for Learning” expectations of Be Safe, Be
Respectful, Be a Learner.
90% of parents feel confident in communicating with school staff as evidenced by returned school surveys.
90% of identified parents participate in the Stepping Stones Program to support positive parenting strategies.
100% of students engage in learning experiences with technology.
100% of Stage 5/6 students experience workplace learning opportunities appropriate to their individual need.
90% of students attend at a rate of 90% or better throughout 2013.
page 4
School Identified Priority Area: Literacy
Intended Outcome/s: Measured improvement of all students from previous year’s results.
Target/s: 90% of students to achieve outcomes negotiated in IEPs for literacy as demonstrated by class based assessment.
100% of staff will receive training opportunities for the introduction of the new K-10 English syllabus.
Timeframe
Number
Strategies
Indicators
Responsibility
2012
1.1
1.2
1.3
1.4
1.5
1.6
 School literacy coordinator works
with class teachers to address
student needs
 SSP collegiate group
 Continue Best Start assessment;
 Link assessment data to IEPs
 Training for L3 new in 2014?
 IEP priorities target literacy
 Extra SLSO time used to assist
implementation where needed.
 Individual P/L plans link to SMP
 SSP collegiate – New Curriculum
- 2014, assessment,
programming
 Use of Multilit, Boardmaker, Jolly
Phonics, Pictello, PECs,
environmental/functional reading
programs (CYRESS).
 Further resources sourced to
support Literacy programs
 ESES SSPs as Schools of
Expertise – possible
extension
Student performance data shows growth in
Literacy skills On track
 Assessment and reporting
program;
 Consistency of assessments
 ASR published and distributed.
Continued assessment of student progress (with
reports terms 2 & 4 2012).
On track – review key assessment tools in 2013
implement use in 2014
School Name – School Management Plan (version 3/8/2011)
Aps and aspiring leaders to attend meetings
Best Start results assist program development for
Early Stage 1 students. On track – ongoing
Key staff attends training, assist stage groups.
1:1 programs improve student performance
SLSO support supervised by class teacher.
Continuing in 2014
Professional Learning occurs to support initiatives
– focus on literacy;
SSP collegiate meets regularly with sharing of
resources and ideas. On track- 0ngoing
Resources aimed at developing student literacy
growth lead to improved student outcomes;
Technology use where possible.
Increased resources available to all teachers to
support program success.
iPads proving a good tool – ongoing implementation;
National Partnerships project extended? Request
made to have the funding extended into 2014.
Networking on track
2013
2014
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AP/Coord
Team
Literacy Consultant
0.1 PSP
staffing
allocation
per F/N
Class teachers
Exec
Best Start Consultant
CTs
13 T/days
SLSOs
100 SLSO hrs
AP Supervisors
Principal
Exec
Teachers
$5200 Equity
$3000 Equity
Lit Coord
IT coord
CTs
5 T/days
$1750 + $500
global
$1500TPL
5 T/days
$1750 global
ESES SSP
Project
extension of
funds
requested


2014
Resource
Allocation &
Funding
Source
Principal
Exec
Class teachers
$5200
page 5
School Identified Priority Area: Numeracy
Intended Outcome/s: Measured improvement of all students from previous year’s results;
Teacher quality improvement and maintenance
Target/s: 90% of students to achieve outcomes negotiated in IEPs for numeracy as documented by class based assessment.
30% of staff implements the Count Me In Too program to develop numeracy skills and support student learning.
30% of staff implements the Targeted Early Numeracy program
Timeframe
Number
Strategies
Indicators
Responsibility
2012
2.1
2.2
2.3
2.4
2.5
 School numeracy coordinator
works with class teachers to
address student needs
 SSP collegial group.
 Continue Best Start assessment;
 Link IEP to assessment data;
 CMIT and TEN programs
 IEP priorities target numeracy
 SLSO time used to assist
implementation.
 Commercial resources sourced
to support programs
 Planning with SSP group for
implementation of New
Curriculum – 2014 Life Skills
 Term 3 SDD K-6 Curriculum
 Assessment and reporting
program
 Consistency of assessments
 ASR published and distributed.
 Individual P/L plans link to SMP
2.6
School Name – School Management Plan (version 3/8/2011)
Student performance data shows growth in
Numeracy skills.
On track
Best Start results assist program development for
Early Stage 1 students. On track
Completion of training programs
1:1 programs improve student performance.
On track – ongoing
Resources aimed at developing student numeracy
growth improve student outcomes.
Technology use where possible.
Further resources and work on Continuum in 2014
3 SSPs combine for Curriculum SDD Term 3
Continued assessment of student progress
(reports terms 2 & 4 2012)
Review of assessments in 2013
2013 ASR on track for publication
Professional Learning occurs to support
initiatives- focus on numeracy
whole school report format developed;
SSP collegiate meets regularly.
Parent information sessions and training.
2013
2014
AP/Coord
Team
Numeracy Consultant
0.1 PSP
staffing
allocation
per F/N
$1200 TPL
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Class teachers
Exec
Best Start Consultant
CTs
13 T/days
SLSOs
100 SLSO hrs
AP Supervisors
Numeracy Coord
IT coord
CTs
AP SSP network
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Principal
Exec
Class teachers
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2014
Resource
Allocation &
Funding
Source
Principal
Exec
Teachers
$5200 Equity
$3000 Equity
$1000 global
$2000 TPL
$5200
5 T/Days =
$2000
page 6
School Identified Priority Area: Curriculum – Primary Industries; Personal Development - programs focus on sexuality education, and HPE; Live Life Well; Rural Fire
Service Cadets.
Intended Outcome/s: Continuation of Primary Industry and Agriculture based courses;
high school students - increased sexual awareness and understanding, fire safety skills; junior students - greater understanding of protective behaviours; whole
school – healthy eating. Staff has a greater understanding of student welfare and wellbeing issues.
Target/s: 80% of Stage 5 & 6 students enrolled in Primary Industries and/or Agriculture with 90% completing courses requirements;
80% of 9 – 12 students participated in VET programs;
90% of students K-12 participated in programs focused on protective behaviours and “Keep Them Safe” philosophies.
Timeframe
Number
Strategies
Indicators
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Primary Industry program written
Consultant review and guidance
Implementation of program
Individual Prof Learning Plans
RDA facility available for
teaching space
 Resources allocated.
Primary Industries program implemented;
curriculum reflects availability of agricultural study
options; student enrolments in courses. On track
Staff attendance at professional learning activities;
teaching space designated; resources attained.
Continuing development of content, training and
resources
3.4
 Consultation with RDA for
ongoing agreement for the use of
facilities
 Develop acquisition plan for
11.5h of DPI land - submission
 Member for Bathurst support
 Community Health Sex Education
staff to present to staff
Riding for Disabled site utilised for Primary
Industries and VET training program; Ongoing
DPI land used for agistment and training
purposes. Ongoing use of the RDA and DPI sites
for work experience and Primary Industries
courses – view to acquire land.
Staff gain further awareness of sexual
development and available resources.
3.5
 PD Program implementation
following development in 2013
3.6
 Continue consultation with
parents during 2014
Students gain information and understanding to
develop and sustain desired behaviours. On track
and ongoing – Carenne PD Curriculum
Staff and parents develop a better understanding
of student sexuality and developmental needs.
 Staff attend Mental Health and
Education SDD term 2 in Orange
 PE: Outdoor education, Sailability &
Aspire, part of self-awareness and
independence training
Increased awareness of mental health and intellectual
disability ramifications.
Students: benefit from therapeutic aspects; relate
experiences in class; exhibit increased confidence.
Ongoing
3.1
3.2
3.3
3.7
3.8
School Name – School Management Plan (version 3/8/2011)
Responsibility
2014
Resource
Allocation &
Funding
Source
2012
2013
2014
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PI Teacher
VET Consultant

AP Stage 5/6
Principal
PI Teacher
5 T/days
$1500 Global
$1000 TPL
PI Teacher
RDA Rep
DPI
Member for Bathurst
2 T/days $600
Global
$500
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Exec
$2000 TPL
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Exec
5 T/Days+
Aspire
$3800 Equity
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APs
Counsellor
APs
CTs
$600 TPL
$500 global
Exec
CTs
page 7
School Identified Priority Area: Leadership and Management; Organisational Effectiveness; Staff Development
Intended Outcome/s: Consistent approaches to Assessment and Review Schedules, programming, assessment and reporting; development of leadership skills (succession);
Roles and responsibilities; AP SSP workgroup.
Team building and trust improvements; Conflict Resolution training for all staff; Teacher Quality activities lead to improved staff skills and successful
teaching/learning experiences.
Target/s: 90 % of current and aspiring leaders participate in SEG and school based leadership activities;
100% of staff have clearly defined role statements and understand their Roles and Responsibilities;
100% of staff have Professional Learning plans which may include Team Building, Conflict resolution, and Teacher Quality with a focus on individual needs and
curriculum.
Timeframe
Number
Strategies
Indicators
Responsibility
2012
4.1
4.2
4.3
4.4
4.5
 Leadership by Design courses for
aspiring staff
 TL4SI- Core Modules
 Follow up use of Roles and
Responsibilities Tool
 P/L linked to Roles and
Responsibilities
 Stage meetings, consultants and
P/L opportunities support
curriculum needs
 Stage meetings, consultants and
P/L opportunities support
curriculum needs
 SSP collegiate expands support
and resources.
 Prof learning Plans developed for
all staff
 Curriculum, Mandatory, health
care and emergency training,
 Assessment and review process
supports plans
 Use of My/PL to record staff
participation
School Name – School Management Plan (version 3/8/2011)
Leadership skills will be developed in staff forming
the leadership team. Aspiring leaders involved in
training.
Continuing program – Leaders Leading Leaders
Staff clearly understand their roles and
responsibilities as per DEC documentation.
School committees linked to priority areas and
staff responsibilities. Ongoing
Differentiation of K-6 curriculum to match student
needs. Implement new curriculum. On track
Scope and sequence of Stages 4 – 6 curriculum
content across major KLAs to assist in planning
and non-duplication of program content.
Continuing to implement National Curriculum
Preparation for introduction of National Curriculum
Continuing to implement National Curriculum
Professional Learning Plans completed to reflect
staff needs by end of week 9, Term1. Ongoing
Staff attendance at professional learning activities
including NCI, and curriculum SDDs. Completed –
update staff as required
Staff registered on MyPL for courses where
possible; records maintained.
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2013
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2014
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Principal
APs
Consultants
2012
Resource
Allocation &
Funding
Source
$2000 TPL
Principal
Exec
Principal
Exec
Consultants
SSP Collegiate group
Stage supervisors
All staff
Principal
$2400 TPL
Principal
Exec
page 8
School Identified Priority Area: Aboriginal Education
Intended Outcome/s: Developing interactions with the local Aboriginal community;
Cultural enrichment programs support staff and students.
Target/s: 100% of teaching staff embed Aboriginal pedagogies into aspects of teaching and learning programs as demonstrated by program evaluations.
90% of Aboriginal families participate in school student centred activities aimed at increased community engagement.
100% of Aboriginal students have Personalised Learning Plans developed in consultation with families.
10% of teaching staff participate in DEC Professional Learning to embed Aboriginal pedagogies into Teaching and learning programs.
Timeframe
Number
Strategies
Indicators
Responsibility
2012
5.1
5.2
5.3
5.4
 NAIDOC Week activities planned
with community input;
 class programs support cultural
difference
 Aboriginal Liaison support to
assist planning.
 Involvement of Aboriginal
community members –
volunteers in NAIDOC, ANZAC
Day, classroom and sports
 Continue upgrade Reconciliation
Garden
 1:1 literacy and numeracy
programs focus on student
achievement
 Reviews/assessment and
reporting procedures consult and
inform.
Improved awareness of Aboriginal culture by staff
and students. Ongoing
Class programs reflect Indigenous content.
Ongoing
Liaison Officer and AECG involvement.
 BroSpeak program to assist male
students identify with culture
BroSpeak commenced in 2013; program to continue in
2014
School Name – School Management Plan (version 3/8/2011)
Involvement of families in school community
NAIDOC Week opening & activities Ongoing 2014
Reconciliation Garden improvements made
Ongoing
Increased achievement of Aboriginal students in
Literacy and Numeracy; On track
Families involved in planning and review.
Completed for 2013 ongoing for future
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2013
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2014
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Aboriginal Education
Committee
APs
Aboriginal Liaison
Aboriginal Education
Committee
APs
Aboriginal Liaison
2012
Resource
Allocation &
Funding
Source
$500 parent
participation
$1270
CTs
APs
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$1000
Aboriginal Education
Coordinator
Principal
Aboriginal
Education
$3253
page 9
School Identified Priority Area: Engagement & Attainment – Student Welfare; Parent Participation; family/student support
Intended Outcome/s:
PBL is embedded in the school culture;
Communication systems are structured to ensure clear two way communication with parents;
Stepping Stones Program increases parent confidence in dealing with behaviour issues.
Target/s: 100% of classes practise and promote “Positive Behaviour for Learning” expectations of Be Safe, Be Respectful, Be a Learner.
90% of parents feel confident in communicating with school staff as evidenced by returned school surveys.
90% of identified parents are participated in the Stepping Stones Program to support positive parenting strategies.
Timeframe
Number
Strategies
Indicators
Responsibility
2012
6.1
6.2
6.3
6.4
6.5
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Continue PBL across all stages;
Fortnightly PBL meetings;
Reward System, & resources;
Establish matrix for Expectations
and Consequences;
 Parent information sessions,
newsletters and handouts
PBL language is common throughout the school
with families, students and staff support. On track
Signage across all areas of the school promotes
the expectations. Ongoing
A standardised reward system is established.
Increased awareness of school wide expectations
by students and parents;
 Staff meetings as professional
learning to create explicit lessons
 Prof Learning opportunities for
committee.
Increased staff knowledge of PBL is displayed. 
Desired positive behaviours evident across
school. Implementation of fortnightly whole staff
meetings assists the PBL process – coordinated
by PBL committee – continuing throughout 2014
Decreased behaviour referrals and reduced
suspensions 
Student attendance rates increase On track
Increased acknowledgement of positive
behaviours through use of reward system.
Students exhibit desired behaviours increasing
student engagement. On track
Parents and staff communicate confidently and
clearly with each other. 
Staff communicate student successes to
families.
 Expectations promoted with
students
 Regular rewards - class and
assemblies
 Acknowledge of successes Newsletter/communication
books.
 Develop a standard format for
communication between the
school and home
 School Assist Funding support
2014
PBL Committee
Principal
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$500 Global
Principal
Committee
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$500 global
PBL Committee
Principal
All staff
Principal
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Parents develop confidence in dealing with
 Families are targeted for training
developing positive behaviours in their child. 
in the Stepping Stones Program
Teacher and DGO conduct Stepping Stones
 Trained teacher and DGO work
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6.6
course with identified families. 
with families to develop
consistent approaches to student Program to run again in 2014
behaviour.
School Identified Priority Area: Engagement & Attainment – Technology; Workplace Learning; Creative Arts
School Name – School Management Plan (version 3/8/2011)
2013
2012
Resource
Allocation &
Funding
Source
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4 T/days
$1400 global
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Aps
CTs
Principal
$2400
DGO
SS Trained Teacher
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7 T/days
$2450 Global
$500 running
costs
page 10
Intended Outcome/s: Technology/Connected Learning enhances teaching and learning; iPads provide communication and learning support.
Workplace Learning builds important skills for Stage 5 & 6 students to successfully exit to post school environments.
Target/s: 100% of students engage in learning experiences with technology.
100% of Stage 5/6 students experience workplace learning opportunities appropriate to their individual need.
Timeframe
Number
Strategies
Indicators
Responsibility
2012
7.1
7.2
7.3
7.4
7.5
7.6
7.7
 Connected Classroom links with
other SSP class groups
 Use of virtual excursions
 Software suitable provides
individual support for students.
 Connected Learning Coordinator
assists development of staff
training and Action Research
 iPads for development of
communication and learning
 Variety Club submission for an
iPad for each class
 Update computers as required
 Connected Learning Consultant
assists with research planning
and implementation.
 School to Work planning and
program
 Apply for Job Coach support
 Community facilities involved in
programs;
 TVET courses for high achievers;
 STT guides planning for ITPs;
 Variety of work situations.
 Staff and STT work with families;
 Curriculum and program support
needs and abilities of students.
 2015 Application for funding to
support Art Exhibition
School Name – School Management Plan (version 3/8/2011)
Student use of computers & IWB;
Staff and student involvement with Connected
Classroom experiences. Further work required
SSP AP collegiate provides shared resources and
experiences AP Network to continue in 2013
Action research reinforces iPad educational use
for students with learning needs. Project
Regular use of video conferencing facility by
classes. All staff familiar with v/c facility and use.
Staff skills in iPad use for student learning
increases Successful and ongoing + project
CSL assist with Project materials
Computer systems updated Ongoing
IEPs reflect teacher expertise in technology use 
Action research completed and results available
to inform other professionals. Project - ongoing
Student involved in regular work related activities
at school and in the community;
Job Coach available for work placements 2014?
Vocational options available in community
TVET accessed by eligible students 
All Y9-12 students have an Individual Transition
plan Ongoing
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2013
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2014

IT Coordinator
Librarian
CTs
Librarian
IT Coord
CLC
Technology Committee
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2012
Resource
Allocation &
Funding
Source
$4500
Computer
Coord funds
10 T/days
$4000
Computer
Coord
Stage Supervisors
CLC
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Work experience
coordinator
Equity $2000
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Work experience
coordinator
SLSO support
STT
Work experience
coordinator
$2000
Community
Participation
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$5000 global
Students have access to a variety of work places.
Individual Transition Plans reflect student needs
and abilities; plans lead to successful exit from
school into post school programs or work. 
Application submitted end of 2014
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Art Exhibition Committee
page 11
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.
School Name – School Management Plan (version 3/8/2011)
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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
ESES SSP Project e.g. employ teacher
Green
Equity 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 Name – School Management Plan (version 3/8/2011)
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