School Annual Implementation Plan for
5375 Derrinallum P-12 College
2015
Based on Strategic Plan 2013 - 2016
Endorsements
Endorsement by
School Principal
Signed……………………………………….
Name
Alan Coffey
Date
15th April 2015
Signed……………………………………….
Endorsement by
School Council
Name
Narelle Uren
Date
15th April 2015
School Council President’s endorsement represents endorsement of School Strategic
Plan by School Council
Strategic Direction
Goals
Student Learning
Student
Engagement and
Wellbeing
To maximise the learning outcomes for all
students from Prep to Year 12
To improve student wellbeing and engagement
across all year levels.
Targets
One Year Targets
To improve NAPLAN Mean Scaled Scored
Growth for Matched Cohort for years 3 to 5, 5
to 7 and 7 to 9 to be equal to or above the state
mean in Literacy and Numeracy by 2016.
The proportion of students in each year level
achieving at or above the expected level in
reading, writing and number will increase as
each cohort moves through the school.
Continue to maintain an average VCE Allstudy
score of 30.
Maintain VCE English, VCE Maths Methods
and VCE Further Maths study scores at or
above the state mean.
School Improvement on the Parent Survey to
be at or above the 75th Percentile by 2016.
Employee Development on the Staff Survey to
be at or above 75th Percentile by 2016
To improve NAPLAN Mean Scaled Scored
Growth for Matched Cohort for years 3 to 5, 5
to 7 and 7 to 9 to be equal to or above the state
mean in Literacy and Numeracy.
Student attendance to be equal to or better
than the state average
Connectedness to Peers, Classroom Behaviour
and Student Safety on the Attitudes to School
Survey to be at or above the 75th Percentile by
2016.
Student Behaviour (Classroom and School) on
the Staff Opinion Survey to be at or above the
75th Percentile by 2016.
Student Safety and Classroom Behaviour on
the Parent Opinion Survey to be on or above
the 75th Percentile by 2016
The proportion of students in each year level
achieving at or above the expected level in
reading, writing and number will increase as
each cohort moves through the school.
Continue to maintain an average VCE Allstudy
score of 30.
Maintain VCE English and VCE Further Maths
study scores at or above the state mean.
School Improvement on the Parent Survey to
be at or above the 50th Percentile.
Professional Learning overall score on the Staff
Survey to be above All Pri/Sec Schools.
Student absence School Mean to be less than
17.00 days per student by 2015.
Connectedness to Peers, Classroom Behaviour
and Student Safety on the Attitudes to School
Survey to be at or above the State Mean by
2015.
School Climate overall score on the Staff
Survey to be above All Pri/Sec Schools.
Student Safety and Classroom Behaviour on
the Parent Opinion Survey to be above the 50th
Percentile by 2015
Student
Transitions and
Pathways
To improve student outcomes in pathways and
transitions into, through and out of the college.
Transitions on the Parent Opinion Survey to be
at or above the 75th Percentile
Real retention rates years 7 to 12 mean to be
45%
VET Results at least 90% of UOC with
satisfactory result.
VCAL Results at least 90% of UOC with
satisfactory result.
Transitions on the Parent Opinion Survey to be
above the 50th Percentile
Real retention rates years 7 to 12 mean to be
45%
VET Results at least 90% of UOC with
satisfactory result.
VCAL Results at least 90% of UOC with
satisfactory result.
Implementation
Key Improvement Strategies
What
the activities and programs required
to progress the key improvement
strategies
How
the budget, equipment, IT,
learning time, learning
space
Who
When
the individuals or teams
responsible for
implementation
the date,
week, month
or term for
completion
Success indicators
the changes in practice, behaviours
or outcomes that indicate that the
strategies are successful
Student Learning
All students assessed using
internal and external
assessment tools as per whole
school assessment framework.
To maximise the learning
outcomes for all students from
Prep to Year 12
Develop teaching and learning
practices by using 21st century
pedagogical and assessment
concepts.
Review whole school
assessment framework
which includes assessment
tools and assessment
timetable
Numeracy and
Literacy PLT Meetings
Principal
Leading Teachers
Literacy Teachers
Numeracy Teachers
All Teachers
By the end
of Term 1
There is an improved
correlation between teacher
judgement of student
performance and external
judgement of student
performance, such as
NAPLAN data.
Develop and document
whole school Literacy
Teaching and Learning
Framework
Literacy PLT Meetings
Principal
Leading Teachers
Literacy Teachers
Numeracy Teachers
All Teachers
By the end
of Term 4
An agreed whole school
Literacy Teaching and
Learning Framework has been
developed and documented.
Develop and document
whole school Numeracy
Teaching and Learning
Framework
Numeracy PLT
Meetings
Principal
Leading Teachers
Literacy Teachers
Numeracy Teachers
All Teachers
By the end
of Term 4
An agreed whole school
Numeracy Teaching and
Learning Framework has been
developed and documented.
Strengthen assessment practice
across the school.
Strengthen the school’s
curriculum planning and
management by developing a
whole school approach to the
implementation of AUSVELS/
Australian Curriculum with a
focus on Literacy and Numeracy.
Develop and implement an
agreed teaching and learning
framework by
•
embedding a
performance and development
culture with a focus on
collaboration, the use of data to
inform teaching and peer
observation and feedback.
•
Implementing a targeted
professional development
program, perhaps in concert with
neighbouring schools, to
improve individual teacher
practice.
Student Engagement and
Wellbeing
•
Analyse student
attendance data and develop and
implement exemplary program
that reduces the incidence of
absenteeism.
•
Revisit the college’s
student management protocols
to ensure that there is a
consistent approach by all
teachers across the college.
•
Implement whole school
framework VPHPAP (Victorian
Prevention and Health Promotion
Achievement Program) to
promote health and wellbeing of
all students.
Continue to examine the
reasons behind absences
and develop plan of action to
address each.
Wellbeing Team
Meetings
Sub-School Meetings
P12 Meetings
Principal
All Teaching and ES
staff
By the end
of Term 4
Decrease in student absence.
Align attendance action plan
to “Every Day Counts”
guidelines.
Wellbeing Team
Meetings
Sub-School Meetings
P12 Meetings
Principal
All Teaching and ES
staff
By the end
of Term 4
Decrease in the proportion of
students with absences in
excess of 20 days per year.
Review the Student
Engagement and Inclusion
Policy for alignment with new
DET guidelines.
P-12 Meetings &
School Council
Meetings
Principal
All Teaching and ES
staff &
School Council
By the end
of Term 2
Improved outcomes in terms of
Student Safety,
Connectedness to Peers and
Learning Confidence in
Student Attitude to School
Survey.
Seek accreditation for 2
Priority Areas as part of
whole school framework
VPHPAP
Achievement Program
Action Team
Wellbeing Meetings
and P-12 Meetings
Wellbeing Team &
Health/PE Team
By the end
of Term 4
Gain accreditation for 2 Priority
Areas as part of whole school
framework VPHPAP.
•
Provide opportunities for
students to be involved in extra
curricula and leadership
activities. This could include
student led assemblies, sporting
events, peer support program,
student voice and community
participation.
Student Transitions and
Pathways
To improve student outcomes in
pathways and transitions into,
through and out of the college.
Develop, implement and
document policies and
procedures for successful
transition and pathway practices.
Continue the development of
proactive relationships with local
primary schools especially
Lismore PS and feeder
kindergartens.
Maintain the current Later Years
program in order to ensure the
college’s viability provided
appropriate resources are
available.
Implement whole school
framework to support positive
student relationships and
manage students.
Wellbeing Meetings
and P-12 Meetings
Wellbeing Team
Principal
All Teaching and ES
staff
By the end
of Term 4
Create a “Transition Team”
to lead transition review and
transition activities.
Transition Team
Meetings
Principal
Transition Coordinator
Prep/1 Teacher
Prep to 6 Co-ordinator
PSD Coordinator
By the end
of Term 2
Principal
Transition Team
All Teachers
By the end
of Term 2
Review the current
processes for student
transition into, through and
out of the school.
Transition Team
Meetings
Sub School Meetings
Decrease in student absence.
A whole school framework to
support student relationships
implemented.
Improved outcomes in terms of
Student Safety,
Connectedness to Peers and
Learning Confidence in
Student Attitude to School
Survey.
Formal Timetable of Transition
Activities documented.
Improved transition between
year levels reflected in
curriculum documentation and
improved outcomes in the
Transition variable on Parent
Opinion survey.
Closer relationships have been
formed with local kinder and
local primary schools.
Establish a formal timetable
of transition activities into,
within and out of school and
communicate widely to
community.
Transition Team
Meetings
Sub School Meetings
Principal
Transition Team
All Teachers
By the end
of Term 2