Yarrabah State School · 2018-09-02 · Improvement Priority 2. An explicit improvement agenda Targets Achieve an increase in school attendance. School leaders and teachers engage

Improvement Priority 1. Analysis and discussion of dataTargets

Data sets inform decision making and practice across the school.

Strategy: Engage all teaching staff members in ongoing Professional Development (PD) to ensure their data literacy skills enable deeper understandings of data to better inform differentiated teaching practices. (SIU_16)

Actions Timeline Responsible Officer(s)

Facilitate staff meetings and collaboration sessions focused on building data literacy (A,B,C & E). At least twice per term.

Ongoing Principal,Deputy Principal,HOD,HOC

Introduction of SMART goals at JS for English & Maths Ongoing Deputy Principal

Strategy: Provide further time for in-depth discussions with colleagues to interrogate systemic and school-based achievement data and generate strategies for continuous improvement of student outcomes. (SIU_16)


Termly in depth analysis of reading data (MSV). Comprehension, vocabulary and concepts embedded in every lesson with instructional routines.

Ongoing Deputy Principal,HOD,HOC,HOSES

SEP team attend collaboration, also SEP team meetings and 1:1 with HOSES to interrogate data.

Ongoing HOSES

Ref - 1S1P_AnnualImpPlan-1303-13511 Page 1 of 14

Yarrabah State School2018 Annual Implementation Plan

Improvement Priority 2. An explicit improvement agendaTargets

Achieve an increase in school attendance.School leaders and teachers engage in a data driven conversation about lifting student performance and achievement.All teachers can articulate the explicit improvement agenda (EIA) focus for Curriculum.Reduction in percentage of incidents of 'bullying/harassment' and 'physical misconduct' across the school compared to the previous year.Increase the number of students accessing advice through the careers market.Increase positive behaviour records across the school compared to the previous year and communicate them with families.

Strategy: Narrow and sharpen the focus relating to curriculum to include clear targets with accompanying timelines which are rigorously actioned to support classroom teachers to embed collaboratively agreed strategies into their teaching practice. (SIU_16)


Review Data Capture Plan, including targeted areas of literacy components for reading and writing. Teaching Toolboxes on explicit teaching strategies fortnightly. Using A-E data and reading data.

Ongoing Principal,Deputy Principal,HOD,HOC,HOSES

Provide highly individualised curriculum based on the Australian Curriculum extended General Capabilities of numeracy and literacy to access learning area content.

Term 1 HOSES

Strategy: Further engage key stakeholders within the school community to develop and implement a strategy to improve student attendance. (SIU_16)


Implement the HUB initiative to improve engagement and attendance. Ongoing Principal,Deputy Principal,HOD,HOC,HOSES

SEP Open Day targeting families, community members, key stakeholders and para professionals.

Term 3 HOSES

Employment of `Principal Project Officer, Student Engagement' at junior secondary, focused on building partnerships with Yarrabah Leadership Forum and links with local services providers.

Term 1 Principal,Deputy Principal

Align education assistant roles at JS to focus on supporting student engagement. Term 1 Deputy Principal

Engage with community to form a School Council. Term 1 Jason Evert,Bettina Rosser

Set up a Community Room to be used for community engagement initiatives (workshops, elders group, service provider meetings)

Term 1 Principal,Deputy Principal,Guidance Officer,HOD





Strategy: Develop a specific statement of roles, responsibilities and accountabilities for all school leaders which details key actions and implementation timelines. (SIU_16)


Review and refresh role descriptions based on School Improvement focus areas and link to Org Chart.

Term 2 Principal,Deputy Principal,Guidance Officer,HOD,HOC,HOSES

Strategy: Focus on student performance, with clear targets and plans that are rigorously actioned.


Review individual students' attendance goals through collaboration meetings, Student Support Team meetings and cohort staff meetings.

Ongoing Principal,Deputy Principal,Guidance Officer,HOD,HOC,HOSES

Review student performance data quarterly according to the Data Capture Plan. Ongoing Principal,Deputy Principal,HOD,HOC,HOSES





Strategy: Implement Positive Behaviour for Learning (PBL) annual action plan.


Embed the PBL plan in to a whole school Student Services Plan incorporating PBL, personal social and emotional wellbeing, student support and community connectedness.

Ongoing HOD,HOSES

Conduct effective Behaviour Systems survey, annually to inform behaviour systems and planning.

Term 3 HOD

Systematically analyse, discuss, report and act on One School behaviour data and trends.

Ongoing HOD

Regular PBL Team meetings with set agendas, minutes and actions. Ongoing HOD

A bank of explicit teaching lessons, consolidations and resources implemented to support weekly behaviour and wellbeing focuses.

Ongoing Deputy Principal,HOD

Strategy: Sharpen the focus of Vocational Education Pathways


All students in years 6-10 to complete JET & SET plan in One School Ongoing Deputy Principal,Guidance Officer,HOD

Facilitate community Careers expo on-site and extend activities over a week. Term 3 Deputy Principal,Guidance Officer

Facilitate attendance at the Careers and Pathways Expo for students with disabilities

Term 3 HOSES



Improvement Priority 3. A culture that promotes learningTargets

Increased attendance linked to re-engagement / case management plan for targeted students.Increased parent and community engagement with the school through open days, regular communication, celebratory events, community room activities.School marketed throughout the community via a marketing and branding campaign.ESCM's form the basis of all classroom behaviour management.Review and continue to create a whole school 'Learning & Wellbeing' Plan.

Strategy: Strengthen the whole-school approach for managing behaviour to ensure there is a consistent school-wide approach established for the maintenance of a safe and supportive learning environment. (SIU_16)


Make classroom profiling training available to relevant team members. Ongoing Deputy Principal,HOD

Individual Behaviour Support Plans in place and reviewed. Risk assessments and risk management plans in place and reviewed for individual students.

Ongoing HOSES

Offer training opportunities in the use of ECSM's for interested staff and community members.

Ongoing Deputy Principal,HOD

PBL team to have active representation from across the whole school. Ongoing HOD

Strategy: Provide further opportunities for parents and the broader community to be partners in their child’s education. (SIU_16)


Actively create opportunities to build relationships with parents and community in classrooms and across the school.


Parents volunteering and working in the school. Open PD includes parents and community eg Sign of the week, hearing loss.

Ongoing HOSES

Attend specialist appts with families. Ongoing HOSES

Invite elders group into the community room and engage in activities to support student engagement (Eg, sewing, cooking, weaving, ect)

Ongoing Principal,Deputy Principal,Guidance Officer,HOD

Develop & implement a school marketing and branding campaign. Term 2 Principal,Deputy Principal,HOD



Improvement Priority 3. A culture that promotes learningTargets

Increased attendance linked to re-engagement / case management plan for targeted students.Increased parent and community engagement with the school through open days, regular communication, celebratory events, community room activities.School marketed throughout the community via a marketing and branding campaign.ESCM's form the basis of all classroom behaviour management.Review and continue to create a whole school 'Learning & Wellbeing' Plan.

Strategy: Focus on universal practices to support high expectation student behaviours.


All staff implement the YSS Universals to maintain a high expectation learning environment.


Implement strategies that focus on students Personal-Social Capability and Wellbeing.




Improvement Priority 4. Targeted use of school resourcesTargets

Student performance data utilised to inform decision-making on budget allocations. Maintain records of monthly Budget Overview Report (BOR) analysis meetings and subsequent actions/budget adjustments.Additional HR aligned to supporting attendance.

Strategy: Develop processes to systematically monitor the effectiveness of the targeted human resource allocation to ensure student outcomes are maximised. (SIU_16)


Conduct annual audit/review of human resources allocation and associated costs linked to student outcomes.


Regular meetings 1:1 with SEP EAs re their role and effectiveness. Caseload allocation regularly reviewed. Timetables constantly adjusted to suit class teachers, students’ needs.

Ongoing HOSES

Strategy: Develop a workforce plan, in consultation with the regional human resource personnel, to ensure that high quality teachers are attracted and retained as part of the teaching team at the school. (SIU_16)


Implement the YSS workforce plan and target the recruitment, on-boarding, development and retention.

Ongoing Principal,Deputy Principal

Strategy: Enable innovation by investment in up-to-date ICTs infrastructure supported by on-site technical expertise.


Review annual ICT audit and plan investment to leverage student learning. Ongoing Principal



Improvement Priority 5. An expert teaching teamTargets

Increase teacher capability and expertise in explicit teaching and inquiry philosophies through age appropriate pedagogies across the school.Increase the number of staff trained in Functional Behaviour Assessments.Increase the total number of staff trained in ESCM profiling.All beginning teachers supported through `beginning teacher mentor program'.'Improving Student Learning Outcomes in Identified Schools' project implemented in consultation with ARD & regional support.

Strategy: Develop a PDP aligned to the school’s EIA and informed by staff members’ APDP. (SIU_16)


SEP team PDPs actioned Term 1 and reviewed Term 4 1:1 with HOSES. Ongoing HOSES

Ensure compliance with annual mandatory training requirements. Term 1 Principal,Deputy Principal

Develop an EIA document articulating the universals of whole school pedagogy on the teaching of a balanced literacy program.

Ongoing Deputy Principal,HOC

Develop a Whole School Professional Development Plan. Term 1 Principal,Deputy Principal

Strategy: Provide regular professional learning opportunities for education assistants. (SIU_16)


Providing general pd in staff meetings around disability eg recognising and strategies for hearing loss, extra pd offered around more specific issues eg seizure management

Ongoing HOSES

Provide ongoing, needs based PD for staff to improve the teaching of reading within classrooms.


Provide ongoing, needs based PD for staff to improve behaviour management and wellbeing strategies implementation.

Ongoing Deputy Principal,HOD,HOSES



Improvement Priority 5. An expert teaching teamTargets

Increase teacher capability and expertise in explicit teaching and inquiry philosophies through age appropriate pedagogies across the school.Increase the number of staff trained in Functional Behaviour Assessments.Increase the total number of staff trained in ESCM profiling.All beginning teachers supported through `beginning teacher mentor program'.'Improving Student Learning Outcomes in Identified Schools' project implemented in consultation with ARD & regional support.

Strategy: Provide further opportunities for members of the leadership team to develop their capacity and abilities as instructional leaders in the school. (SIU_16)


Identify opportunities for the leadership team to develop experience and knowledge through school visits and professional development activities.


Identify suitable leaders for further ESCM Profiling Training. Ongoing Principal,Deputy Principal

All leadership to have APDPs. Term 1 Principal,Deputy Principal

Leadership team to work with ARD & regional support to implement 'Improving Student Learning Outcomes in Identified Schools' project.


Identify suitable leaders for further training in the implementation of Functional Behaviour Assessments.

Ongoing Principal,Deputy Principal,HOD

Strategy: Facilitation of growth of teachers confidence and capacity to collaborate with peers in the active analysis and collective ownership of and for student improvement data.


Continue teacher collaboration sessions to improve moderation and data analysis processes.

Ongoing Deputy Principal,HOD,HOC

Implement beginning teacher mentor program. Ongoing Deputy Principal



Improvement Priority 6. Systematic curriculum deliveryTargets

All teachers accessing units of work aligned to the Australian Curriculum.All regular attending students experiencing success and growth in their learning & achievement through differentiated teaching & learning.

Strategy: Ensure curriculum units give consideration to the inclusion of appropriate general capabilities and cross-curriculum priorities. (SIU_16)


ICPs embedded General Capabilities for numeracy and literacy, used for subjects according to student need.

Ongoing HOSES

Explicitly highlight the general capabilities in the curriculum and upskill the teaching team to consistently embed them in their teaching.


Strategy: Expand the use of formal moderation processes within the school to build consistency in teacher judgement across all learning areas. (SIU_16)


Close working relationship between case manager & class teacher re assessment, adjustments, modifications.

Ongoing HOSES

Engage specialist teachers and classroom teachers in moderation practices across all curriculum areas.


Formal moderation incorporated into collaborations sessions as required. Ongoing Deputy Principal,HOC



Improvement Priority 7. Differentiated teaching & learningTargets

Implement data driven conversations through collaboration sessions to inform and improve differentiation across all curriculum areas.Close working relationship between case manager & class teacher re assessment, adjustments, modification of units, lessons. Teachers continue to improve differentiation of curriculum for the students in their class.Differentiation identified in planning documents.Increased attendance across the school.

Strategy: Develop the capacity of teaching staff to plan engaging and challenging differentiated learning experiences for the full range of students. (SIU_16)


Implement 'Teacher Toolbox' sessions and staff meeting PD sessions focusing on differentiation strategies.


Continue to engage teachers in in-depth discussions about differentiation within collaboration.


Strategy: Implement consistent, school-wide processes for the development and monitoring of student learning goals. (SUI_16)


SEP has a data capture plan of documents to be completed/reviewed, term by term.

Ongoing HOSES

Implement the school wide data capture plan and identify opportunities to share and celebrate improvement.


Strategy: Develop specific intervention strategies to support students with additional learning needs including students who are disengaged or returning from extended periods of absence. (SIU_16)


Implement the HUB initiative to improve engagement and attendance.. Employment of engagement officers at junior secondary to work with re-engagement in class.


Implement `soft-starts' at the beginning of each day focused on relationship building.

Ongoing HOD,HOC



Improvement Priority 8. Effective pedagogical practicesTargets

Improve school-wide A-E data in English.Improve school attendance.

Strategy: Clearly define and implement the school’s pedagogical framework. (SIU_16)


Develop a Teaching and Learning handbook that defines and shares YSS pedagogical framework.

Term 2 Principal,HOD,HOC,HOSES

Strategy: Develop and enact school-wide expectations regarding feedback processes for students. (SIU_16)


Develop a suite of age appropriate feedback skills, model and share with all teaching teams.


Strategy: Develop a common understanding of high expectations. (SIU_16)


All staff implement the YSS Universals to maintain a high expectation learning environment. Review and continue to develop the Universals.


Implement `walk-throughs' and provide feedback for teachers on universal practices across the school.

Term 1 Principal,Deputy Principal,HOD,HOC

Strategy: Develop bank of high yield teaching practices for teachers to maintain high expectations.


Continue to develop exemplar vignettes and consolidations, maintaining a bank of resources for teaching teams to access.

Ongoing HOD,HOC,HOSES

Provide opportunities for teachers to observe colleagues' demonstrations of high-yield practice.

Ongoing Deputy Principal,HOD,HOC



Improvement Priority 9. School community partnershipsTargets

Regular community events being conducted in community room including events with elders (min- two per term).School/Community partnership events calendar published on school web site.All year 10 students participate in a transition program / visit to Gordonvale SS & Djarragun.

Strategy: Strengthen relationships and professional networks with early childhood providers and the local high school to ensure smooth transitions to Prep and senior secondary schooling. (SIU_16)


Continue to develop connections with the Yarrabah Early Years Coalition and the secondary transition partners to improve student transitions

Ongoing Principal,Deputy Principal,Guidance Officer,HOD

SEP staffing resources allocated to EI through PP, ECDP. Individualised transition programs for students with disabilities PP-Prep, Yr6 - 7 and Yr 10 - Yr 11 Gordonvale SHS

Ongoing HOSES

Continue transition meetings with Gordonvale SHS to support senior secondary transition.

Ongoing Deputy Principal

Continue to maintain a positive relationship with key schools related to student transience/transition.

Ongoing Principal,Deputy Principal

Strategy: Develop broader networks with schools on a similar education journey, and investigate other organisations to bring benefit to the learning of students and the professional practice of staff members. (SIU_16)


Building relationship with Gordonvale SS & SHS SEP/HOSES –specifically a strategic plan re hearing loss/identification, transition programs, moderation.

Ongoing HOSES

Engage with the 'Improving Student Learning Outcomes in Identified Schools' pilot program.


Develop a partnership with Djarragun College to support additional educational pathways for Yr 10 students.


Continue partnership with Melbourne schools (professional learning & student leadership)

Term 3 Principal,Deputy Principal,HOD,HOC



EndorsementThis plan was developed in consultation with the school community and meets school needs and systemic requirements.

Principal P and C / School Council Assistant Regional Director

Improvement Priority 9. School community partnershipsTargets

Regular community events being conducted in community room including events with elders (min- two per term).School/Community partnership events calendar published on school web site.All year 10 students participate in a transition program / visit to Gordonvale SS & Djarragun.

Strategy: School continues to develop a positive, mutually beneficial relationship with community and stakeholder organisations to further meaningful communication and action.


Engage with Yarrabah Leadership Forum to support community / school initiatives.

Ongoing Principal,HOD

Maintain current and develop new connections with host employers and training organisations

Ongoing Deputy Principal

Create a community room for increased parent and school-community presence in the school.

Term 1 Principal

Create a calendar of school/community partnership events. Term 1 Principal

Develop a positive partnership with the Elders Group. Ongoing Principal,Deputy Principal



Documents

Yarrabah State School · 2018-09-02 · Improvement Priority 2. An explicit improvement agenda Targets Achieve an increase in school attendance. School leaders and teachers engage