dps school strategic plan 2015-2018 - … · environmental context in 2014, ... (human, financial...

School Strategic Plan for Dandenong Primary School No.1403

2015- 2018

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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……………………………………………

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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

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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.

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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.

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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

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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


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

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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.




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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.

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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.




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

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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.


School Attendance Mean <18 Communication structure between

school , Best Chance and kinder staff

further developed.


School Attendance Mean <17 Programs run between MCH Nurse, Kindergarten, Best Chance and school.


School Attendance Mean <16

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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




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.

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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


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


Parent Engagement ‘Kidsmatter’

Action Plan developed Module 3

Transition strategy reviewed yearly.


Transition strategy reviewed yearly


Transition strategy reviewed yearly

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Productivity: Key Improvement Strategies

Ensure resources are allocated according to priorities determined in the School Strategic Plan




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.



Target professional learning for staff in

priority areas identified in the School





Review professional learning for staff

in priority areas identified in the School



Continue to resource P.L.C. process (Professional Learning Budget.)

dps school strategic plan 2015-2018 - … · environmental context in 2014, ... (human, financial...

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