School Strategic Plan for Dandenong Primary School No.1403
2015- 2018
2
Endorsements
Endorsement by
School Principal
Signed……………………………………….
Name……Christine Toth …………………………………….
Date……………………………………………
Endorsement by
School Council
Signed……………………………………….
Name……Knowles Tivendale …………………………………….
Date……………………………………………
School Council President’s endorsement represents endorsement of School Strategic
Plan by School Council
Endorsement by the
delegate of the
Secretary
Signed……………………………………….
Name………………………………………….
Date……………………………………………
3
School Profile
Purpose
Mission Statement.
The Dandenong Primary School Community is committed to the provision of outstanding educational opportunities for every child,
always striving to the best of our ability to achieve, through a spirit of collaboration, in an environment of respect and consideration.
Vision Statement.
Dandenong Primary School community is united in the quest to achieve high quality success in learning for all students through:
Positive Partnerships
Well being
Knowing our community
Critical thinking
Collaboration
Personalised learning
High expectations- High achievement
Effective teaching practice
Professionalism
Values The school’s beliefs as a community are based on the core values of integrity; support; cooperation; acceptance of difference; respect; compassion; friendliness and pride. These are enacted through our overarching value of “Respect for Self, Respect for Others and Respect for our Environment”
Environmental Context In 2014, Dandenong Primary School celebrated 140 years of providing education in the Dandenong community. We are rich in
history and traditions that give focus to many activities for a new generation of children from many parts of the world including
Samoa, Afghanistan, India, Sri Lanka, Sudan, Serbia and Bosnia. Almost 75% of children come from homes where English is not the
main language and 10% of our students are from refugee backgrounds. 41 different languages are spoken and in 2014,154 families
representing 211 students were supported by the Educational Maintenance Allowance. Our school's S.F.O .index is currently 0.7889
and trending upwards. Staff constantly monitor ways students can be supported at school in regards to achievement , engagement
4
and wellbeing.
Dandenong Primary School is a Professional Learning Community that is transforming pedagogy and implementing innovative
curriculum and assessment practices throughout the school. The school developed a school wide commitment to being a
Professional Learning Community in 2012 with continual, targeted professional learning provided by the leadership team and an
induction process for new staff. The school has the expectation that all staff have a commitment to this pedagogy. The Kathy Walker
approach and designing enquiry projects to facilitate learning is a strong feature of the school.
Enrolment is currently 333 students and our school population has high transiency. In 2011, considerable funding was allocated
through BER to provide 8 new classrooms as part of a major school rebuilding program. Dandenong PS also has a very successful
and award winning playgroup (Dandy Pals) which caters for children from 0-5. Dandenong Park kindergarten is relocating into new
facilities in mid - 2015 onto the school site.
Currently there are 7 students funded under the Program for Students with Disabilities. Some of the special needs include students
with autism, intellectual disability and students who need support with behaviour. A high importance is placed on providing continual
professional learning in order to cater for the needs of every student and all staff commit to a strong sense of moral purpose that
every child can learn.
Service Standards General
Treat all members of the school community with Respect.
Teachers believe all students can learn.
Work collaboratively with parents to improve learning and wellbeing outcomes for students.
Model positive behavior to students consistent with the standards of our profession.
Work collaboratively to create a school environment where respectful and safe conduct is expected of everyone.
Specific
The school will continue to develop as a Professional Learning Community to ensure a high quality and guaranteed
curriculum to all students.
All students will receive instruction that is adapted to their individual needs.
Parents will be engaged regularly in their child’s education.
All teachers will provide timely and targeted feedback to students on their work.
5
Strategic Direction
Goals Targets Key Improvement Strategies
Achievement .
To ensure high literacy and numeracy achievement in a learning environment that promotes a guaranteed and targeted curriculum that caters for the learning needs of ALL students.
Increase the percentage of students achieving above the expected AusVELS levels and NAPLAN National Minimum Standards (NMS) in reading, spelling, writing and numeracy. Increase the percentage of students achieving medium and high achievement in Writing and Numeracy using the NAPLAN Yearly comparison tool.
.
Embed an instructional model across the school that ensures:
the gathering of student feedback to inform
teaching
explicitly stated learning intentions
clearly identified and stated success criteria
to ensure that students can articulate what
and why they are learning
the expansion of parent engagement
opportunities in student learning
Embed an agreed whole school approach to writing that addresses the learning needs of all students.
Engagement
To have all students engage with their learning, feel connected to school and self-motivated to learn.
Improvement in the mean student absence data from the 2014 mean of 19.54 to 16.0 (2018)
Student
Absence
2011 2012 2013 2014
P - 6 mean 21.70 21.86 20.04 19.54
Improvement in the Parent and Staff Opinion Survey teaching and learning variables
Parent Opinion Survey 2014
School Connectedness 6.04
Learning Focus 5.58
Social Skills 5.60
Refine a school attendance strategy that articulates to students and families the vital connections between student wellbeing, regular punctual attendance and improved learning outcomes.
To plan and take action to become a positive
school community, one which is founded on
respectful relationships and fosters a sense of
belonging and inclusion.
6
Staff Opinion Survey
Variables
2014
Guaranteed and viable
curriculum
577
Collective Focus on Student
Learning
588
Parent and Community
Involvement
440
Develop a parent engagement strategy that
enhances home/school collaboration and adds
value to student learning.
Wellbeing
To ensure students are motivated, engaged , resilient and willing to contribute to the wellbeing of themselves and others.
Improvement in the ATSS variables connectedness to
peers, social skills student morale and student distress.
Attitude to
School Survey
2012 2013 2014
Connectedness
to Peers
4.19
4.21
4.07
Teacher
Empathy
4.49 4.51 4.26
Student Morale
5.89
6.18
5.50
Student
Distress
5.72 6.33 5.31
To ensure students are motivated, engaged,
resilient, and willing to contribute to the
wellbeing of themselves and others.
Improve the transition of students into the school
in order to maximize their full academic and
social potential.
Strengthen and expand student voice and
leadership opportunities across all year levels.
Improvement in parent and staff feedback on
transition processes.
Productivity
To ensure the allocation of resources (human, financial and materials) maximizes student learning outcomes for students.
Improvement in DET surveys .staff satisfaction with professional growth, parent opinion of school improvement, facilities
Ensure resources are allocated according to
priorities determined in the School Strategic Plan
7
Achievement: Key Improvement Strategies –Focus on Literacy (Writing) and Numeracy
Embed an instructional model across the school that ensures:
the gathering of student feedback to inform teaching
explicitly stated learning intentions
clearly identified and stated success criteria to ensure that students can articulate what and why they are learning
the expansion of parent engagement opportunities in student learning
Embed an agreed whole school approach to writing that addresses the learning needs of all students
Actions Year 1 Actions Year 2
Actions Year 3 Actions Year 4
Consolidation and Review
Embed the use of personal learning
goals (Literacy, Numeracy and
Specialist Programs) that are informed
by the proficiency scales based on
CATS and CFATS.
Develop classroom based procedures
and opportunities for giving and
receiving student feedback on
achievement of Essential Learnings.
Strengthen use of CATS, CFATS and Essential Learnings to support National Curriculum.
Evaluate Professional Learning Community pedagogy .
Trial and develop our own model of EAL Support to improve transition into the school.
Refine strategy and resource (staff). Review EAL support strategy when
developing A.I.P to ensure changing
student circumstances are catered for.
Review EAL support strategy when developing A.I.P to ensure changing student circumstances are catered for.
Develop the school model 3 Tiers of
Intervention and trial school wide .
Ensure Intervention strategy is
resourced each year and refined in line
with student cohort learning needs.
Ensure Intervention strategy is resourced
each year and refined in line with student
cohort learning needs.
Ensure Intervention strategy is resourced each year and refined in line with student cohort learning needs.
Trial Assessment schedule and
resource its implementation (time )
Review Assessment schedule and embed in school yearly planning timelines and teacher practice.
Link tracking of student achievement on
SENTRAL to assessment schedule to
ensure information is used for school
decision making and teacher judgements of
individual student learning goals.
Embed in teacher practice the tracking of student achievement on SENTRAL to assessment schedule
8
Evaluate current approach to the
teaching of writing. Investigate
expanding the Vocabulary Connectives
Openers Punctuation (VCOP) program
as a tool to enhance the strategy for
improvement.
Link agreed improvement strategy in
teaching of writing to Essential
Learnings and track student progress
on SENTRAL.
Resource Professional Learning for
teachers.
Monitor agreed improvement strategy to improve student achievement in Writing.
Evaluate agreed improvement strategy to improve student achievement in Writing.
Explore network and school based
opportunities for professional learning to
target more hands on learning
programs.
Develop science, technology, history,
humanities and ICT integrated units to
stimulate interest, curiosity, promote
questioning and connect learning to
the real world. Use Inquiry Approach
U.B.D. (Understanding By Design).
Continue and strengthen the science curriculum, embedding ICT into the curriculum and e-learning and professional learning for teachers.
Continue to embed the use of the U.B.D.
Inquiry Approach to stimulate interest,
curiosity, promote questioning and connect
learning to the real world especially in
Writing and Numeracy.
Evaluate hands on learning programs and strategies for Science Inquiry Approach and I.C.T integrated units.
Introduce the use of the Learning
Management System SENTRAL to
track student learning (Essential
Learnings in Literacy and Numeracy
and Specialist AUSVELS domains).
Expand the use of the Learning
Management System SENTRAL to
track student learning in all AUSVELS
domains
Expand use of the Learning Management
System SENTRAL to parent access to track
absences and student learning. (show link
to learning).
Embed use of SENTRAL for staff and parent modules. .
Achievement Milestones Achievement Milestones Achievement Milestones
Achievement Milestones
Improvement in student achievement in Writing and Numeracy as measured by CATS, CFATS and NAPLAN Yr 3 and 5.
Improvement in student achievement in Writing and Numeracy as measured by CATS, CFATS and NAPLAN Yr 3 and 5.
Improvement in student achievement in Writing and Numeracy as measured by CATS, CFATS and NAPLAN Yr 3 and 5.
Improvement in student achievement in Writing and Numeracy as measured by CATS, CFATS and NAPLAN Yr 3 and 5.
9
3 Tiers of Intervention – School Model (Response to Intervention at Work Pyramid further developed, planned, resourced and implemented.
3 Tiers of Intervention (Pyramid Response to Intervention), implemented throughout P-6 (Literacy
and Numeracy). Professional Learning
for all staff.
Embed the use of the Response to Intervention at Work Pyramid (Literacy and Numeracy). Professional Learning for new staff.
Review impact of 3 tiers of Intervention (change in teacher practice) via SENTRAL tracking data. Response to Intervention at Work Pyramid.
Science, technology, history,
humanities and ICT integrated units
developed P-6 using Inquiry U.B.D.
(Understanding By Design)
Science, technology, history, humanities and ICT integrated units developed P-6 using Inquiry U.B.D. (Understanding By Design)
SENTRAL training for staff in Modules (student absence and Report writing completed )
Essential Learnings in English, Maths and Specialist Programs tracked on SENTRAL.
Assessment schedule fully implemented and tracked on SENTRAL
Assessment schedule reviewed.
School wide agreement on approach to improve writing.
Professional Learning in agreed approach timetabled, facilitated and completed.
Improvement in student achievement in writing as measured by school assessments and NAPLAN Yr 3 & 5.
Monitor improvements in student achievement in writing.
10
ENGAGEMENT :Key Improvement Strategies
To plan and take action to become a positive school community, one which is founded on respectful relationships and fosters a sense of belonging and inclusion.
Refine a school attendance strategy that articulates to students and families the vital connections between student wellbeing, regular punctual attendance and
improved learning outcomes
Develop a parent engagement strategy that enhances home/school collaboration and adds value to student learning.
Actions Year 1 Actions Year 2
Actions Year 3 Actions Year 4
Consolidation and Review
Embed in school practice the ‘Kidsmatter’ Action Plan Module 1
“Every Place Has a Face” based on a
sense of belonging and inclusion.
Continue to acknowledge and
celebrate student and staff successes
at assemblies and public events
Conduct regular parent forums and
activity nights that include the
highlighting and celebration of student
work and achievements.
Recognise and celebrate students
cultural backgrounds.
.
Expand feedback mechanisms,
acknowledge the contributions of the school
community members outside the formal
opinion surveys, broaden the current
involvement of parents, and explore
strategies to further engage parents in
student learning.
Review parent engagement strategy using feedback mechanisms and DET surveys.
Continue to develop links between
Community Hub programs, parent
participation/engagement with school
and kindergarten parents.
Secure ongoing resourcing for
Community Hub and develop strong
links with Best Chance kindergarten to
Improve communication and parent
engagement with children’s learning .
Further develop opportunities to partner
with Neighbourhood House, Smith Family,
Best Chance to provide programs to
support parent involvement and
engagement with their child’s learning.
Review programs and monitor formal and informal opinion surveys to gauge success of parent engagement strategy.
‘KIdsmatter’ Action Plan Module 2-
Social and Emotional Learning
developed and implemented .
‘KIdsmatter’ Action Team attend
Module 3 PD. (Parent Collaboration)
‘Kidsmatter’ module 3 –Action Plan Developed -Parent Collaboration in conjunction with staff, School Council, Community Hub and Welfare P.L.T.
Embed implementation of ‘KIdsmatter’
Action Plans 1-3. and review progress
towards targets.
Staff Professional Learning as required in
‘Kidsmatter’ Modules.
Evaluate impact of ‘KIsdmatter’ Program Action Plans
11
Marzano Design question 5. Professional Learning for all staff. Developing Highly Engaged Classrooms. Focus on this element in teaching practice and Performance and Development Plan goals schoolwide.
Continue developing Highly Engaged
Classrooms using Design Question 5.
Use Marzano Audit tool to continue
embedding Professional Learning
Communities pedagogy throughout the
school. (all staff, all curriculum areas)
Use Marzano Audit tool to continue embedding Professional Learning Communities pedagogy throughout the school. (all staff, all curriculum areas
Use Marzano Audit tool to continue embedding Professional Learning Communities pedagogy throughout the school. (all staff, all curriculum areas
Refine a school attendance strategy
that articulates to students and families
the vital connections between student
wellbeing, regular punctual attendance
and improved learning outcomes.
Use SENTRAL to mark daily
attendance and monitor attendance
reports available. (Leadership team,
PLC leaders, class teachers, specialist
teachers).
Explore school and community
networks to share good practice and
promotion of the theme “Every day
counts.”
Investigate the use of SENTRAL to
include SMS and feedback
opportunities to enhance parent
communication
Provide parent information nights, written and translated information and a comprehensive communication strategy to ensure parents can use the parent communication capabilities of SENTRAL.
Review parent takeup of use of SENTRAL as a communication tool to gain information on school attendance and communicate with the school.
Achievement Milestone
School Attendance Mean <19
Community Hub –Funding secured for
2016 .Dandenong Park Kindergarten
relocated and communication structure
between school , Best Chance and
kinder staff developed.
Achievement Milestone
School Attendance Mean <18 Communication structure between
school , Best Chance and kinder staff
further developed.
Achievement Milestone
School Attendance Mean <17 Programs run between MCH Nurse, Kindergarten, Best Chance and school.
Achievement Milestone
School Attendance Mean <16
12
WELLBEING: Key Improvement Strategies
To ensure students are motivated, engaged , resilient and willing to contribute to the wellbeing of themselves and others
Strengthen and expand student voice and leadership opportunities across all year levels.
Improve the transition of students into the school in order to maximize their full academic and social potential
Improvement in parent and staff feedback on transition processes
Actions Year 1 Actions Year 2
Actions Year 3 Actions Year 4
Consolidation and Review
Track the mean student attendance for each cohort as they move through the school and provide welfare support as required to ensure students attend school.
Track the mean student attendance for each cohort as they move through the school and provide welfare support as required to ensure students attend school.
Track the mean student attendance for each cohort as they move through the school and provide welfare support as required to ensure students attend school.
Track the mean student attendance for each cohort as they move through the school and provide welfare support as required to ensure students attend school.
Encourage leadership roles in all
classrooms and celebrate student
leadership at school assemblies and
community showcase events.
Develop a school wide student voice
program examining the Buddy System,
Mentoring Program, replacing the Peer
Mediation Program and investigating
the VIRTUES Program. S.R.C,and
Play is the Way to provide leadership
opportunities for students.
Implement school wide Student Voice
/Leadership Program.
Link to Leadership roles in all
classrooms.
Review and further develop the school
wide Student Voice /Leadership Program.
Review and further develop the school wide Student Voice /Leadership Program
Develop a school wide strategy using Play as the Way to improve peer relationships. Use the Attitude to School variables, Marzano Institute Surveys, and ‘Kidsmatter’ tools to
All staff accessed “Play is the Way” Professional training. Monitor Peer relationships through (ATSS) Marzano Institute Surveys, and
Embed “Play s the Way”, Program throughout the school. Provide training for new staff. Examine social skills data and SENTRAL Wellbeing module to gauge and track
Examine social skills data and SENTRAL Wellbeing module to gauge and track improvement in student peer relationships. Refine strategy.
13
provide benchmark data. ‘Kidsmatter’ tools.
improvement in student peer relationships.
TRANSITION - (Kinder-Prep, Year 6-7, Highly mobile students, Refugee and EAL students)
Develop a transition checklist that includes all of the appropriate processes for enrolling or exiting students including an approach to assessing, referring and supporting new students and their families.
Strengthen links with kindergartens particularly regarding students with special needs e.g. students who may be eligible for the PSD program.
Review transition strategies yearly in line with A.I.P. development.
Review transition strategies yearly in line with A.I.P. development
Continue resourcing and developing
Dandy Pals Playgroup as a very
successful community engagement
program. Provide opportunities for
parental succession training in
organising playgroup activities for early
learning.
Encourage families to enrol students in
kindergarten programs.
Review and strengthen actions to ensure children attend a pre-school year of education.
Review and strengthen actions to ensure children attend a pre-school year of education
Achievement Milestone
Social/Emotional Learning ‘Kidsmatter’
Action Plan developed Module 2
Students are assessed within a week of enrolment to accurately gauge personal learning goals (Leading Teachers P-2, 3-6 and EAL staff) mobility , EAL, refugee students
Achievement Milestone
Parent Engagement ‘Kidsmatter’
Action Plan developed Module 3
Transition strategy reviewed yearly.
Achievement Milestone
Transition strategy reviewed yearly
Achievement Milestone
Transition strategy reviewed yearly
14
Productivity: Key Improvement Strategies
Ensure resources are allocated according to priorities determined in the School Strategic Plan
Actions Year 1 Actions Year 2
Actions Year 3 Actions Year 4
Consolidation and Review
Resource 3 Tiers of Intervention
Support (Staff)
Resource Professional Learning for
staff “Play is the Way” (Budget)
Continue to resource P.L.C. process
(Professional Learning Budget.)
Target professional learning for staff in
priority areas identified in the School
Strategic Plan and the Annual
Implementation Plan.
Evaluate and refine Intervention
strategies to ensure they are
sustainable and show improvement in
student achievement.
Continue to resource P.L.C. process
(Professional Learning Budget.)
Target professional learning for staff in
priority areas identified in the School
Strategic Plan and the Annual
Implementation Plan.
Continue to resource P.L.C. process
(Professional Learning Budget.)
Review professional learning for staff
in priority areas identified in the School
Strategic Plan and the Annual
Implementation Plan.
Continue to resource P.L.C. process (Professional Learning Budget.)