Cobargo Public School
School Plan 2014
School context: Cobargo Public School has a long tradition of serving the local rural community. It boasts a strong tradition of
academic and sporting achievement. This tradition together with a unique physical setting which includes generous playing fields; attractive
food gardens; extensive outdoor environmental projects and new school buildings provides an exceptional foundation for establishing an
environment conducive to both learning and developing pride in the school.
With the fundamental belief in full involvement, in the capacity of all students to learn, in solving disputes peacefully, in care at all times, in
equity and in quality, the school community of Cobargo Public School has developed and maintains a culture which values achievement and
equality. This culture is one which emphasises a celebration of learning, provides a wide range of academic, sporting, cultural, musical,
environmental and social experiences and provides and environment responsive to individual students’
School purpose
Success in a vibrant and caring learning environment.
Strategic
Direction 1:
Strategic
Direction 2:
Strategic
Direction 3:
Curriculum and
Assessment
Equity &
Engagement
Leadership and
Management
Strategic Direction One:
Curriculum and Assessment
Targets:
 100% of teachers will be further trained in the utilisation of specific programs that will enhance their teaching whilst utilising their
Interactive Whiteboards (IWBs).
 100% of teachers will integrate ICT into their programming.
 100% of teachers will be proficient in utilising and analysis of the new English and Mathematics curriculum and assessment documents.
 All teachers will carefully analyse all new documents to ensure that they are fully aware of the implications for their planning and
assessment in the classroom.
 Improve literacy skills in writing, spelling and reading so that 75% of students’ skills improve by at least two skill bands from Year 3
to Year 5 (2013 results indicate that 73% of students improved by two or more skill bands during testing).
 Improve literacy results for the PAT-reading assessment tool for year 1 to year 6 from 74% to 76% of students who are operating
at or above the set standards for this tool.
 Provide professional Learning for parents and carers, to support their children further in Literacy and Numeracy.
 All teachers continue utilising the Accelerated Literacy pedagogy. Data collected from this program through miscue analysis, spelling
and text analysis will contribute to ongoing Individual Education Plans for all students.
 All teachers continue implementing principles of TOWN. Data about place value will contribute to ongoing Individual Education Plans
for all students.
 The new pedagogies of TEN (Teaching Early Numeracy) and L3 are to be further embedded in our infants department.
 Teacher capacity will be further enhanced through targeted professional learning and mentoring.
Outcome
Increased levels of
staff competency and
confidence in the use
of the available
information/
communication
technologies (ICT)
Indicators
ICT is taught, improved,
maintained and expanded
efficiently and effectively
to address the Australian
curriculum.
Strategies
TPL is ongoing throughout the
coming year, to ensure that all staff
are proficient in the use of ICT and
its implications for the
implementation of the Australian
curriculum and related assessments.
Staff to be fully cognisant of and
Responsibility
CRT’s/
Principal
Time Frame
T1
*
T2
*
T3
*
Target
T4
*
Resource
Allocation
and Funding
Source
Staff
meetings
whilst integrating
digital technology into
quality teaching and
the Australian
curriculum.
Increased levels of
staff competency and
confidence in the use
of the available
information/
communication
technologies (ICT)
Enhanced Teacher
Professional Learning
(TPL) for staff in the
use of the new
curricula, focusing on
the changed syllabus
able to utilise the program builder
tool.
Increased integration of
ICT into teaching and
learning programs.
Use whole school planning process to
expand the use of ICT to engage all
students and teachers in quality
teaching and learning.
Computer
Coordinator
Principal
*
*
*
*
$2281
Computer
Co-ordinator
Introduction to Australian
curriculum.
Professional development in English
and maths.
Examine and unpack new units in
math and English, aligning teaching
with the new outcomes.
CRT’s
*
*
*
*
Comparison between the old and
new syllabus and the implications
of the different expectations.
Principal to oversee and administer
TPL and programs.
All staff
*
*
*
*
Staff
Meetings
$1300
teacher
release 1
day for each
teacher
Principal
*
*
*
*
TPL for all staff and
community about the
implementation of the
Australian curriculum in
each new area as it arises.
Staff
meetings
$18800
RAM SEB
1 day each
week
Ensure that ongoing
explicit
assessment
criteria are used by
teachers
to
inform
All students demonstrate
growth appropriate to close
the gap and achieve year
cluster in the aspect of
Utilise small group strategies for
students in Years K-6
Review K-6 writing continuum
Professional learning and CTJ for all
CRT’s /SLSO
*
*
Principal/
Literacy
*
*
*
*
*
*
$110,000
RAM SEB
SLSO
Learning and
teaching and
programs.
learning
writing on PLAN
PAT Reading age equivalent
stanine or above 1 to 6
students writing
CTJ K-6 Writing Tasks term 1 and
term 3
Use of school assessment schedule
to guide teaching programs and
allocate time for analysis of results:
PAT Reading, SA Spelling test,
NAPLAN . PAT Maths
Leader
*
*
*
*
support
$7000
K/1 =
4hours/day
1/2=
3hrs/day
2/3/4=2hrs
/day
4/5/6=1hour
/day
Staff
meetings
Improve teacher
capacity through
targeted professional
learning and mentoring.
Students will demonstrate
improvement in writing and
comprehension on the
literacy continuum
Staff are mentored in literacy
strategies in writing and
comprehension and implement the
use of small groups in their
programming using SLSO
CRT SLSO
Principal/
Literacy
Leader
*
*
*
*
SLSO
$RAM SEB
Improved early literacy
levels through the
implementation of the
L3 program in Early
Stage 1 and Stage 1.
All students will
demonstrate growth in
Reading as evidenced by:
Reading Recovery
Kindergarten: 8 - 10
Year 1: 18-20
Year 2: 22-26 (across all
text types)
Home Reading Program
TPL for K-2 teachers in the
utilisation of the L3 program using
SLSO to facilitate group work. Then
model and mentor the program for
other teachers.
CRT SLSO
Principal/
Literacy
Leader
*
*
*
*
$RAM SEB
*
*
SLSO to monitor home reading
program
CRT
SLSO
*
*
*
$3290
Teacher
professional
learning
teacher
release
$RAM SEB
*
Teachers develop sound
assessment and
evaluation processes in
their classrooms.
PLAN data compiled on
entry to Kindergarten
indicates our baseline data.
PLAN data compiled for
Stage 3
PLAN data updated for
stage 2
Best Start assessment of all
Kindergarten students during weeks
1 to 5 term 1
Stage 3 teacher to plot students
Kindergarten
Teacher/
Principal
*
*
Stage 2 teacher to plot students
*
*
*
*
*
Teaching programmes
reflect ongoing student
analysis.
Ongoing analysis throughout year to
inform programming with effective
use of SLSO for small groups and
assessment.
Improve the diagnostic
assessment of
numeracy learning
kindergarten to year 6.
All students will
demonstrate growth on
PLAN in numeracy
Access CMIT
Stage 1 teacher mentored in TEN
(Teaching Early Numeracy.)
K-6 CRT’s and
SLST
Kindergarten
Teacher/
Principal
*
*
*
*
Teacher capacity will
be further enhanced
through targeted
professional learning
and mentoring.
Increased professionalism
and accountability.
Enhanced TARS process will be
further developed throughout 2014
using the coaching model.
P/CRT’s
*
*
*
CRT’s
$940
Teacher
professional
learning
Teacher
release
$940
Teacher
professional
learning
Teacher
release
$470
Teacher
professional
learning
Teacher
release
$RAM SEB
$RAM SEB
Staff
meetings
$1000
teacher
professional
learning – 2
day coaching
course Principal
Strategic Direction Two: Equity & Engagement
Targets:
 Improve attendance rate from 93.7% (Stats: Semester 1, 2013) to 94% by end of 2014.
 Continue tracking all students from kindergarten to Year 6 in Literacy and Numeracy, using standardised testing and data, aiming to
lift results to 75% of all students attaining average or higher results in Literacy and 65% of all students attaining average or higher
results in Numeracy.
 Increase by 5% or better the growth of Aboriginal students in the areas of numeracy and literacy (measuring this growth using
standardised testing and NAPLAN results), by 2014. 77% of students are currently operating at or above standardised testing
norms in Literacy and Numeracy.
 Teaching and learning strategies strengthened through the implementation of quality evidence based programs and initiatives.
Outcome
Indicators
Strategies
Responsibility
Target
T1
Building
parents
and
carers capacity to help
their child’s learning at
home
through
P&C
meetings, training sessions
and
parents/carer
workshops.
Increased levels of
community engagement
from strengthened
relationships, building the
capacity of our P&C.
Enhance school/community
relationships.
Principal
Resource
Allocation
and Funding
Source
T2
*
T3
*
T4
*
*
*
$500(Global)
Community barbeques to enhance
school/community relations.
Involve parents and community members in
special programs – gardening, interest
Principal/CRT’s
*
Principal off
class 1 day
days, concerts.
Ensure that all Aboriginal
students within Cobargo
Public
School
have
a
current
Personalised
Learning Plan (PLP).
Evidence of increased
positive interactions is
communicated more
frequently at school.
Increased literacy and
numeracy outcomes for
Aboriginal students.
$RAM SEB
Teacher/student meetings to set learning
goals for the year in Term 1 and discuss
PLP.
CRT
Kindergarten
teacher
Improved engagement and
achievement in literacy and
numeracy for Aboriginal
students.
Kindergarten orientation program to
inform parents about school policies and
procedures.
Provide support to target Aboriginal
students in literacy and numeracy:

With community volunteers as
literacy tutors.
 Targeted numeracy and literacy
groups with School Learning
Support Officers.
Develop improved student
engagement, attendance
and student behaviour
through the ongoing
implementation of the
Positive Behaviours for
Success initiative.
PBS data reveals lessened
incidents of disruptive
behaviours in classrooms
and in the playground.
Provide ongoing professional learning for
all staff in PBS to support student
wellbeing in classroom and playground
settings.
CRT /Principal
School attendance data
will
reflect
improved
attendance levels.
Improved attendance rates
matched to School
Education area average.
Provide information to families about their
child’s attendance through their child’s
reports, Provide DET information through
Newsletters on the importance of
attendance. Merit certificates for
children with no absences.
Principal
*
*
*
*
Identify students who
display gifts and talents
and provide these
Enhanced student
participation through
Gifted and Talented
Continue identifying students exhibiting
gifts and talents so that they can access
gifted and talented groups and activities.
Whole staff
*
*
*
*
$ SLSO
RAM SEB
CRT/SLSO
$RAM SEB
Principal to
visit and
support in
classrooms
$RAM SEB
students with rich and
rigorous extension
programs.
programs.
Outcome
Indicators
Strategies
Responsibility
Target
T1
Building
parents
and
carers capacity to help
their child’s learning at
home
through
P&C
meetings, training sessions
and
parents/carer
workshops.
Increased levels of
community engagement
from strengthened
relationships, building the
capacity of our P&C.
Principal
Resource
Allocation
and Funding
Source
T2
*
T3
*
T4
*
*
*
$500(Global)
Community barbeques to enhance
school/community relations.
Enhance school/community
relationships.
Involve parents and community members in
special programs – gardening, interest
days, concerts.
Principal/CRT’s
Ensure that all Aboriginal
students within Cobargo
Public
School
have
a
current
Personalised
Learning Plan (PLP).
Evidence of increased
positive interactions is
communicated more
frequently at school.
Teacher/student meetings to set learning
goals for the year in Term 1 and discuss
PLP.
CRT
Kindergarten orientation program to
inform parents about school policies and
procedures.
Kindergarten
teacher
Increased literacy and
numeracy outcomes for
Aboriginal students.
Improved engagement and
achievement in literacy and
numeracy for Aboriginal
students.
Provide support to target Aboriginal
students in literacy and numeracy:

With community volunteers as
literacy tutors.
 Targeted numeracy and literacy
groups with School Learning
Support Officers.
*
Principal off
class 1 day
$RAM SEB
$ SLSO
RAM SEB
CRT/SLSO
Develop improved student
engagement, attendance
and student behaviour
through the ongoing
implementation of the
Positive Behaviours for
Success initiative.
PBS data reveals lessened
incidents of disruptive
behaviours in classrooms
and in the playground.
Provide ongoing professional learning for
all staff in PBS to support student
wellbeing in classroom and playground
settings.
CRT /Principal
$RAM SEB
Principal to
visit and
support in
classrooms
School attendance data
will
reflect
improved
attendance levels.
Improved attendance rates
matched to School
Education area average.
Provide information to families about their
child’s attendance through their child’s
reports, Provide DET information through
Newsletters on the importance of
attendance. Merit certificates for
children with no absences.
Principal
*
*
*
*
Identify students who
display gifts and talents
and provide these
students with rich and
rigorous extension
programs.
Enhanced student
participation through
Gifted and Talented
programs.
Continue identifying students exhibiting
gifts and talents so that they can access
gifted and talented groups and activities.
Whole staff
*
*
*
*
$RAM SEB
Strategic Direction Three: Leadership and Management




.
All teachers continue utilising the Accelerated Literacy pedagogy. Data collected from this program through miscue analysis, spelling
and text analysis will contribute to ongoing Individual Education Plans for all students.
All teachers continue implementing principles of TOWN. Data about place value will contribute to ongoing Individual Education Plans
for all students.
The new pedagogies of TEN (Teaching Early Numeracy) and L3 are to be further embedded in our infants department.
Teacher capacity will be further enhanced through targeted professional learning and mentoring.
Teaching and learning strategies strengthened through the implementation of quality evidence based programs and initiatives
Outcome
All staff have been given
opportunities to develop
personal leadership skills
through negotiated
responsibilities.
Plans and processes
reviewed/implemented
to ensure smooth
transition between
retiring staff/ existing
staff/new staff.
Student programs in
place to transition
school leaders and
upcoming school leaders
Student leaders are
actively involved in
student wellbeing across
the school.
Indicators
Strategies
Responsibility
• List of opportunities &
initiatives developed.
• Tasks negotiated and
delegated
. Identification of leadership
opportunities for all staff from
school plan.
Principal
. • Skills/processes/roles
identified
Identify skills/processes/roles that
require transition planning
Principal
• Training/upskilling/changeover sessions
planned and implemented.
Identify suitable staff and organise
training/up-skilling/changeover
processes.
Principal
.student leadership and
induction lessons followed
identify and plan lesson timing
principal
stage 3
teacher
.year 6 students lead peer
support groups
.year 6 and year 5 co- leaders are
trained in the peer support program
and lead a lesson once a week over a
ten week program in Term 2-Term 3
principal
stage 3
teacher
Target
T1
*
T2
*
T3
*
Resource Allocation and
Funding Source
T4
*
$1000Teacher professional
learning TARS teacher
release
*
*
*
*
*
*
*
$1000 teacher professional
learning
$600 purchase of
leadership modules
RAM equity
*
$RAM SEB
$1000 RAM equity
materials to establish
groups + teacher release
for training