2017-2019

BUSINESS PLAN

LEEMING ESC

www.leemingesc.wa.edu.au

“Where every child will shine”

Leeming Education Support Centre values the importance of an engaged and connected school community where students feel safe, supported and are encouraged to challenge themselves through new experiences and opportunities to achieve their full potential.

LEEMING ESC BUSINESS PLAN 2017-2019

We aim to prepare our students for life after secondary school and are committed to ensuring our students have every opportunity to learn the important skills required to be engaged and productive members of the community. Our education programs are innovative and cater for a diverse range of individual student needs. We take pride in our school and strongly believe that quality teaching and learning is essential for students to achieve their potential. We have dedicated staff who are experts in their field and encourage a culture of high expectation within the school community.

Leeming Education Support Centre maintains positive connected partnerships and strong links with the local community including parents, employers, TAFE sector, Department of Communities and therapists.

These collaborative partnerships provide active support and resources to assist our students in developing their independence and achieving their educational, social and emotional goals.

Our school values and promotes the health and wellbeing of staff and students. Students are encouraged and supported to develop friendship networks and our targeted programs provide students with lifelong learning towards their social, emotional and physical health and wellbeing.

Our Business Plan has been developed by our school community to identify the strategic directions for 2017-2019. This Plan underpins our person centred philosophy and practice of supporting our students to develop their sense of identity, independence and giving them a voice in the decisions related to their education and future goals.

Our Business Plan is a dynamic working document that will be reviewed and updated annually to ensure our targets and goals continue to meet the needs of our students.

Glossary of TermsPCP Person Centred Planning EA Education Assistant

IEP Individual Education Plan ICT Information and Communications Technology

PL Professional Learning ESSN Education Support South Network

VET Vocational Education and Training NESLI National Excellence in Schools Leadership InitiativeILC Independent Living Centre

AAC Augmentative and alternative communication

SENAT Special Education Needs Assessment Tool

ABLEWA Ability Based Learning Education, Western Australia

AITSL Australian Institute for Teaching and school Leadership

Glossary of TermsPCP Person Centred Planning EA Education Assistant

IEP Individual Education Plan ICT Information and Communications Technology

PL Professional Learning ESSN Education Support South Network

VET Vocational Education and Training NESLI National Excellence in Schools Leadership InitiativeILC Independent Living Centre

AAC Augmentative and alternative communication

SENAT Special Education Needs Assessment Tool

ABLEWA Ability Based Learning Education, Western Australia

AITSL Australian Institute for Teaching and school Leadership

VisionLeeming Education Support Centre aspires to be an innovative and connected school community which delivers quality education and encourages students to reach their full potential.

Values • Respect and acceptance of self and others• Caring, friendly and positive relationships

with others• Happy individuals and school community• Promotion of independence, self-

determination and achievement• Strong sense of community, with positive

connected partnerships• Appreciation and commitment to sustainability

of the environment

Purpose To provide quality teaching and a person centred approach to learning so our students can build independence and self determination to become active members of the community.

LEEMING ESC BUSINESS PLAN 2017-2019

Priority Areas:1. Student Achievement2. Quality Teaching3. Health and Wellbeing4. Effective Leadership

PRIORITY 1 Student Achievement• Teachers use research based teaching and learning best practice to raise standard of literacy

• Students in Years 7-9 achieve 80% of literacy IEP outcomes (Reading, Writing, Speaking and Listening)

• Students demonstrate literacy progress in Speaking and Listening, Reading and Writing through formal and informal assessments

• Develop support processes and resources for staff to improve student literacy engagement and achievement

• Implement moderation processes for establishing consistent ABLEWA levels in literacy

• Clearly mapped curriculum pathways for students in Years 7-13

• All students are explicitly taught functional literacy skills

• Increase VET pathways and opportunities for senior students

• Increase number of students transitioning to further education pathways

• Increase diversity of transition pathways and opportunities for students

• Students are central to their learning and future pathways through the My Plan person centred planning process

Strategies• Build capacity of staff to effectively teach literacy skills through professional learning and shared expertise

• Professional learning on writing effective IEP literacy outcomes

• Introduction of ABLEWA and SENAT in Years 7-9

• Standardised data and assessment timelines

• Develop a reading resource library to meet the needs of all students

• Integration of literacy support technology supported by therapists, ICT Committee and expert staff

• Build capacity of staff supporting students with complex communication needs through therapists, staff expertise, professional learning and mentoring

• Purchase professional resources to support the improvement of Literacy

• Develop a school based senior school literacy assessment checklist

• Utilise expertise of School Board representatives in further education and employment to increase post school pathways and opportunities

• Expand endorsed programs and VET pathways from Years 10 – 13

• Moderation processes for English and Maths preliminary courses and endorsed programs ASDAN, Bush Ranger Cadets, Keys for Life

• Professional learning and induction for new staff to facilitate the My Plan process in Years 10-13

• Explicit teaching of self-awareness and self-advocacy to enhance My Plan process and achievement of student outcomes

• Increase parent and student awareness of pathways, supports and services available through Pathways Expo, information sessions, Parent Network meetings and guest speakers

How we will measure our success• IEP outcome achievement • Student achievement of My Plan goals

• Literacy data – formal and informal literacy assessments

• Person Centred Planning survey data

• Senior school functional literacy assessment • Destination Data

PRIORITY 2 Quality Teaching• Develop a culture of self-reflection using AITSL standards and EA Competency Framework to achieve

quality teaching and accountability as part of performance management process

• Implementation of peer observation and support to improve teaching of literacy

• Analyse student assessment data to inform teaching and learning based on individual student needs

• Analysis of whole school literacy assessment data to improve literacy standards

• Targeted professional learning and support focused on enhancing whole school teaching and learning in literacy

• Improve student literacy outcomes through a focus on differentiating the curriculum

• Increase staff confidence and skills supporting students with complex communication needs through professional learning and support from speech therapists and expert staff

• Improved development of IEP to reflect student literacy outcomes based on quantitative data

• Student reports indicate that individuals are meeting at least 80% of their IEP/My Plan goals in literacy

• Senior school literacy outcomes lead to improved post school opportunities i.e. employment, TAFE and community engagement

• Develop confidence and competence of staff to effectively use and integrate ICT into classroom planning to improve literacy outcomes

Strategies• Professional learning in peer observation for teachers

• Incorporate the AITSL teaching and leadership standards and feedback tools in performance management processes

• Differentiated teaching and learning to cater for the needs of all students

• Consolidate whole school approach to teaching literacy for Years 7-13

• Implement moderation and sharing practices to improve teacher performance and student outcomes

• Provide professional learning using ICT to engage students and develop literacy skills

• Staff update and maintain qualifications and industry currency e.g. Cert IV in Training and Assessment

• Build staff capacity in teaching literacy through professional learning in Four Blocks Literacy and Direct Instruction

• Collaborative planning and development of curriculum and instruction through Middle School (Years 7,8,9) and Senior School (Years 10,11,12) Committees

• Literacy learning blocks timetabled each day for Years 7-9

• Build staff capacity through sharing and engagement with other schools and professionals

How we will measure our success• Performance management data • IEP/ My Plan outcome achievement

• Surveying school community students, teachers, parents

• Improved teacher confidence in self-reflection and peer observation

• Professional learning directly linked to improved teaching and learning

• Improved teacher confidence and capacity to teach and assess literacy

LEEMING ESC BUSINESS PLAN 2017-2019

PRIORITY 3 Health and Wellbeing• Implementation of a holistic integrated multi-disciplinary approach to health and wellbeing

• Students develop language to self-advocate for their social, emotional and educational goals

• Improve engagement and physical wellbeing of students through interschool sporting carnivals, lunch time activities and after school programs

• Expand student leadership roles within the school: sports leaders, student counsellor, Bush Ranger Cadet Leaders

• Engage students to apply positive health and wellbeing strategies to develop resilience

• Develop a strategic plan for incorporating a student services team to effectively support student health and wellbeing

• Identification of at risk’ students and provide specialist support and individual case management

• Implement a whole school approach to staff wellbeing through NESLI Toolkit

• Engage staff to apply positive health and wellbeing strategies to support and enhance their personal health and wellbeing

• Develop effective communication strategies that engage the school community in two way communication such as website, Skoolbag app, Seesaw and Connect

Strategies• School Chaplain employed 3 days per week to support students at risk and implement resiliency programs

to individual students and small groups

• People First programs delivered by PIP educators on friendships and relationships, cyber safety, bullying and protective education

• After school athletics and Bush Ranger Cadet programs

• Interschool sporting carnivals basketball, athletics, and football

• Engagement programs – Dismantle, Drumbeat, Music Rocks, Clubs

• Bush Ranger Cadet, student leadership and class camps

• Special events – Multicultural Day, incursions, guest speakers and family days

• Integration of health and wellbeing into curriculum and learning environments

• Develop and use surveys to identify factors influencing staff and student wellbeing

• Establish a collaborative Student Services team – Student Services Manager, Chaplain, Workplace Learning and VET

• Collaborative partnerships with services and professionals to meet the health and wellbeing needs of students and staff

• Act Belong Commit Leeming SHS and Leeming ESC Committee

• Health and Wellbeing professional learning opportunities for staff

• Provide opportunities for staff to engage collaboratively to foster positive health and wellbeing

How we will measure our success• Extent to which students feel safe, supported

and engaged in education• Implementation of NESLI Toolkit to support

staff wellbeing

• Health and Wellbeing surveys for staff and students

• Effectiveness of personalised learning and planning documents IEP and My Plan

• Extent to which leadership opportunities are provided for students

• Student attendance

• Destination Data – Number of students engaged with community sporting clubs and or leisure and recreation activities outside of school

• Surveying school community

LEEMING ESC

LEEMING ESC BUSINESS PLAN 2017-2019

PRIORITY 4 Effective Leadership• Attract and retain quality and diverse staff through targeted recruitment processes

• Identify teachers aspiring to be leaders and provide leadership opportunities

• Develop a workforce leadership plan in key areas of development - student services, literacy, ICT, AAC, health and wellbeing, transition and pathways

• Build a distributed leadership structure that reflects leadership roles and responsibilities, to achieve school targets and goals

• Maintain momentum among staff in supporting positive wellbeing and health for staff and students

• Build capacity of staff to implement quality teaching and learning leading to improved outcomes for students

• Continue to build successful community partnerships

• Introduction of Aboriginal Cultural Standards Framework

Strategies• Workforce planning and recruitment processes

• Committee leaders and project coordinators

• Level 3 and senior teacher application processes

• Project leadership in literacy, pathways, health and wellbeing

• Mentoring of graduate teachers and new staff

• Lead Teacher roles

• Lead Education Assistant roles

• Education Support South Network participation, leadership roles and project involvement e.g. NESLI Health and Wellbeing toolkit and Pedagogy project

• School Board audit and self-reflection

• Develop partnerships with local businesses and community agencies

• Develop partnerships with local Aboriginal community members and organisations

• Integration of Aboriginal education across learning areas

• Source and design Aboriginal education resources for inclusion in teaching and learning programs

How we will measure our success• Committee Coordinator leadership roles • School priority cyclic review

• Number of Senior Teachers and Level 3 Teachers • Surveying school community parents, staff and students

• Project management and achievement of targets • Success of community partnerships

• School Board self-review • Extent to which leadership opportunities are provided to staff

• Staff understanding and implementation of Aboriginal Cultural Standards Framework

LEEMING ESC

LEEMING ESC BUSINESS PLAN 2017-2019

Leeming SHS ESCAulberry Parade, Leeming Western Australia 6149 08 9313 5408 Leeming.shsesc@education.wa.edu.au www.leemingesc.wa.edu.au

LEEMING ESC