School Context - Warrawong High School Context Warrawong is a ... foster attitudes and values which...

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8480: Warrawong High School 2013 School Management Plan: last revised 3/11/2012

School Context

Warrawong is a comprehensive, multicultural high school with 57% of our students from a range of non-English speaking

backgrounds. Teachers promote high expectations and a strong work ethic so all students succeed as learners. We ensure

students have a positive attitude and work hard to achieve academic success, develop social, interpersonal and employment

skills and build self-esteem.

Our school has a strong history of achievement. Over the last decade, we have twice received a NSW Department of

Education Director General's Award for School Achievement. In addition students, staff and the school have been awarded

individual Departmental honours on several occasions and both students and staff have won many state and national awards

in literacy, film making and community engagement.

At Warrawong, we cater for all students. We have selective classes to extend the most talented students and smaller class

sizes across all years so students get more individual attention. We house the region's Intensive English Centre for new

arrivals and a Support Unit for students with special needs. Across all years, our students make significant performance

gains because of how teachers integrate literacy and technology into classroom learning. We offer an innovative senior

curriculum which has significantly increased student retention. This dual strand curriculum involves both a traditional,

academic HSC and a vocational HSC to develop employment skills.

Our school has excellent facilities which support our comprehensive approach to education. Recent improvements include

construction of a new sports centre, canteen café complex and major upgrades to our Science facilities. In addition, we are

constantly improving our digital infrastructure. Students have access to cutting edge technology including seven computer

labs, a wireless network and the latest whiteboard and video conferencing technology.

To support our students’ education, we have built strong links with the community. These include our highly rated

Community of Schools programs with our local primary schools, parent engagement through focus meetings and a broad

range of partnerships with the local business community.

We seek to engage students through an extensive range of extracurricular initiatives. These include a strong focus on life

skills, sport and the creative arts - band, choir, film and drama. Two of our most innovative and widely acknowledged

programs are our annual community student film festival and our permaculture gardens, wherein students learn how to

achieve a healthier and more environmentally sustainable lifestyle.

As a school, our ultimate goal is to ensure that students develop knowledge, skills, attitudes and values which will help

them become responsible citizens who make a positive contribution to Australian society.

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School Ethos

Our school motto : ‘Creating Opportunities, Achieving Success’.

Our ethos statements reflect what we are trying to achieve :

Students

1. High Expectations: ensure students have high expectations about their academic performance and attitude to school.

2. Exit Outcomes: ensure students achieve high quality exit outcomes relating to Literacy, Numeracy, Information and Technology skills,

interpersonal, communication and decision making skills.

3. Student Attitudes and Values: foster attitudes and values which promote student self-worth and self-respect, self-confidence, self-discipline and

encourage citizenship, tolerance and respect for others.

4. Student Wellbeing: enhance student self-esteem, mental health and wellbeing by assisting with issues relating to socioeconomic, physical, cultural

or personal circumstances that may impede student learning.

Staff

5. Staff Morale: maintain high level staff well-being and engagement through excellent communication, collaborative decision making, interpersonal

and staff welfare strategies.

6. Staff Professionalism: encourage staff to have high expectations about their own performance and work ethic through supportive staff professional

development systems.

Community

7. School Reputation: ensure the school has a high profile and an excellent reputation with parents and the community.

8. Community Support: maintain a positive two way relationship with the community by building partnerships with parents and the broader

community incorporating other local education and business links.

School

9. Harmonious Environment: maintain a safe and harmonious learning environment which caters for the needs of students from diverse cultures and

backgrounds.

10. Quality Learning: engage students in learning by providing an interesting, challenging and relevant curriculum, using Quality Teaching skills and

processes.

11. Enriched Curriculum: broaden student horizons about a quality lifestyle through a broad range of curricula and extra curricular experiences and

opportunities.

12. Celebrating Success: build student self-esteem and school morale by celebrating success, rewarding commitment and acknowledging achievement.

13. Quality Facilities: provide a quality physical environment for both students and staff through ongoing enhancement of school facilities and the

physical environment.

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School Purpose and Agreed Priorities Our overall goal is to help each student maximise their personal growth in terms of academic performance and Life Skills outcomes.

To achieve our goal, we focus on raising expectations among students and improving student and community engagement with the school.

We create a school environment where students achieve academic success, develop social awareness and build self-esteem.

Our purpose defines our eight school priorities areas which are aligned with NSW Department of Education and Communities and Federal government priorities.

Our eight priority areas

1. Continuous Improvement in Student Academic Results

2. Better Student Outcomes through Quality Teaching and Learning

3. Increasing Student Retention through Quality Curriculum Engagement

4. Improving Student Performance through Increased Expectations

5. Meeting National Benchmarks for Aboriginal Students

6. Best Practice School Leadership and Management

7. Creating Positive Community Relationships

8. Building Better School Systems and Facilities

Explanations for funding and priority codes (as listed in the school plan - see over)

DET Planning Priorities Funding Source Equity (PSFP) Priorities National Partnerships Reform

1. Implement quality teaching

strategies to ensure continuity of

learning that is relevant, interesting,

challenging

2. Ownership of, and responsibility for,

high expectations of performance

and engagement for all students

3. Build a culture of continuous school

improvement and quality customer

service

4. Improve the learning outcomes for

Aboriginal students

5. Implement effective and timely

student services practices to meet the

needs of students, parents and

schools

6. Build leadership capacity at all

levels

7. Promote public education and the

work of school communities

1. GBL : School Funds

2. DET : DET Tied

3. ABE : Aboriginal Education

4. PSFP : Equity

5. NPLS : National Partnerships

6. TPL : Professional Learning

7. VET : VET in Schools

8. ICT : Technology

9. FED : Federal Grant

10. EXT : External eg. sponsorship

1. Improve student Literacy and

Numeracy outcomes

2. Increase the level of student

participation and engagement in

learning

3. Improve the quality of teaching and

learning

4. Raise the expectations of students,

teachers, school executive, parents

and caregivers

5. Develop and sustain a positive and

inclusive school culture

6. Implement innovative approaches to

staffing

7. Develop professional knowledge and

build a culture of learning and

continuous improvement

8. Strengthen partnerships with the

community

1. Incentives to attract high performing

teachers and Principals

2. Best practice performance

management and staffing that

articulates a clear role for Principals

3. Operational arrangements that

encourage flexibility and innovation

4. Providing innovative and tailored

learning opportunities

5. Strengthen school accountability

6. External partnerships with parents,

other schools, business and

communities and access to extended

services

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School Priority Area One: Continuous Improvement in Student Academic Results

Intended Outcomes (long term goals) Targets (to be achieved by 2013)

To improve student HSC results to at least match statistically similar groups

(SSG)

To lift HSC student performance in the middle and tops bands

To increase student literacy and numeracy achievements in Year 9 NAPLAN in

line with school targets as determined through regional analysis

To ensure all staff access professional learning to help achieve improved HSC,

NAPLAN and school-based academic results

For combined band HSC performance, reduce Band 1/2 to below 20% and

increase Band 5/6 to above 20%

50% of subjects achieve the state mean or better in the HSC exam

HSC band performance value added (combined performance across all

subjects) is 0.5 above the statistically similar group (SSG) average

For each year group (10 to 12), at least 50% of students achieve grade A for

every subject on their five-weekly academic monitoring

For NAPLAN Year 9 student literacy results :

- Band performance: 88% of students perform at or above min. standard (up

from 79% at present - regional PSP target 87.8)

- Band performance: 12% of students perform into the Proficient bands (up


For NAPLAN Year 9 student Numeracy results :

- Band performance: 88% of students perform at or above min. standard (up


- Band performance : 12% of students perform into the proficient bands (up


For all NAPLAN Literacy and Numeracy results:

- Across all bands, students perform up to the annual SSG standard

- Expected average growth: students achieve to the annual SSG standard

All KLA teachers making use of, the various data analysis tools to inform their

teaching e.g. SMART 2, EMSAD data sheets

Indicators i.e. 2013 - one year target Strategies Reform/Priority

& Fund Source Budget

($)

Student Academic Performance

For combined band performance in the HSC, reduce Band 1/2 to

below 20% and increase Band 5/6 by 5 percentage points above

2011 levels

At least 35% of subjects achieve the state mean or better in the

HSC exam

HSC band performance value-added (combined performance

across all subjects) equals the SSG average

For each year group, there is a 10% increase in the number of

1. Stage 6 ALARM Writing strategy : build on the initial (2yr) trial

to improve student writing. Use an ALARM teacher mentor role

to work with KLA Head Teachers :

- co-ordinate ALARM implementation through shared

professional learning across KLAs, faculty KLA sharing (train

the trainer) and mentor team teaching with individual staff

2. Through ALARM training, maintain a focus on associated

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students gaining satisfactory or above every subject on their

five-weekly academic monitoring

All KLA faculties are making use of data and an increased

number of teachers report that they understand and use data to

inform their teaching

Stage 6 Writing project being implemented in an increasing

number of all Year 11 and 12 classes

A 2012 HSC review confirms a strong positive correlation

between HSC results and student participation in coaching

45% of Year 12 students use after school coaching

25% of Year 11 students use after school coaching

For the homework centre, participation build to an average 20

students per session

student learning and management strategies :

- Lesson development related to student performance eg. study

skills; explicit teaching; use of laptops

- Student organisation : are students prepared for class; doing

homework; using a homework diary; making the required effort

with notebooks

- More focus on regular contact with parents

3. Use five-weekly Warrawong academic monitoring as a tool for

setting performance standards for all students :

- Improve management to increase its impact ie. improve links

with N warnings, incentive excursions, parent SMS strategy

- A more significant role for year advisers in the management of

targeted individual students

- Introduce a term Year 7-12 academic monitoring report to

parents

4. Stage 6 after school coaching (attached to homework centre) :

- Further increase student participation and teacher support by

highlighting the link between coaching and HSC success

- Take steps to further establish a Year 11 coaching culture

5. After-school homework centre : continue operation in the library

from 3 to 4.30pm Monday and Tuesday each week :

- Promote its value with student, parents and staff and evaluate

student satisfaction to determine its success

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Student Literacy and Numeracy

For all NAPLAN literacy and numeracy results across all bands

and for expected average growth, students achieve to the annual

SSG standard

For NAPLAN Year 9 student literacy results:

- Band performance: 82% of students perform at or above min.

standard (up from 79% at present)

- Band performance: 9% of students perform into the proficient

bands (up from 8% at present)

In school Reading Rescue :

- Significantly increase reading ages (by 12 – 24 months) and

improve lesson engagement and self-esteem in participating

1. Revise the roles of all literacy staff to significantly improve co-

ordination and monitoring of targeted literacy strategies :

- Seek synergy between the various literacy teaching and learning

initiatives

- For the various literacy co-ordinators, negotiate a faculty model

with each Head Teacher which ensures every teacher delivers on

the targeted literacy skills in every classroom

- Ensure that explicitly teaching literacy skills is embedded in all

curriculum and all classrooms

2. Literacy programs to improve targeted student literacy skills:

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students

- Improved fluency rates (>100 wpm)

Each Year 7 student reads at least 3 books

For NAPLAN Year 9 student numeracy results:

- Band performance: 85% of students perform at or above min.

standard (up from 83% at present)

Band performance: 12% of students perform into the proficient

bands (up from 13% at present)

Staff professional learning leads to improved skills and greater

classroom use of targeted literacy and numeracy strategies with

their classes

- KLA implementation of strategies which incorporate the new

Stage 4-5 literacy continuum

- KLA implementation of the new TXXXC paragraph writing

strategy

- Community of Schools (CoS) professional learning focus on

Stage3/4 writing initiative to improve student literacy skills eg.

Literacy continuum; sentences and editing; Bloom’s strategies to

extend more able students

- Literacy team to use professional learning and individual teacher

mentoring/follow up monitoring to ensure all teachers make use

of NAPLAN data to address specific identified student needs

- Librarian to teach information literacy research skills as part of

the Yr7 HSIE curriculum; Librarian and literacy team to work

with other classes as required

- WRAP or similar reading program run in conjunction with

specific library lessons for all Year7 English classes

3. Support/upskill students with high literacy needs and identified

learning disabilities through both in-class support and/or also

some withdrawal (note : in-class support is the more accepted

model for the best overall impact) :

- Reading Recovery : maintain a KLA focus in the use of reading

materials; more pre-teaching of subject specific vocabulary

4. School Learning Support Teacher

- Implement programs dealing with behaviour, autism, language,

motor and communication skills

- Up-skill staff to develop strategies to address special needs

students

5. Numeracy

- Mathematics faculty to continue initiatives which have led to

recent improvements in student numeracy skills

- Initiate a KLA strategy to further embed numeracy skills across

the curriculum

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School Priority Area Two: Better Student Outcomes through Quality Teaching and Learning


To further develop and integrate quality teaching strategies into all classrooms

across a range of targeted focus areas

To facilitate student learning through improved teacher and student access to

technology which is faster, more accessible and more user friendly

To achieve higher level satisfaction with classroom teaching and learning as

reported by students, parents and teachers

To improve student co-operation (behaviour, attitude) and their focus on school

work in class (engagement)

To improve education outcomes for Special Education students through

enhanced curriculum and improved engagement

Each year an increasing percentage of students indicate that they are more

engaged and enjoying class more because their information and communication

technology (ICT) skills have improved

For the School Certificate Computer Skills exam, 27% of students achieve

highly competent (up from 19% - the 4 year average at present)

Teacher competence and confidence in their ICT skills increases annually

Selective class students continue to rate their learning experiences highly and

School Certificate results continue to reflect this success

Staff use of specific, differentiated learning strategies to extend more capable

students increases

An increasing number of students in targeted classes are school-engaged,

focused and working to their academic potential

Special Education academic and social skills curriculum are complete and

being implemented with all classes in the Special Education unit

Indicators i.e. 2013 - one year target Strategies Reform / Priority &

Fund Source Budget

($)

Information and Technology Skills (ICT)

Significant and increasing classroom use of ICT involving a

focus on student laptops and ICT learning tools to improve

student engagement and learning

Faculty staff to work collegially and engage with professional

learning supported by our technology mentors on the classroom

use of ICT and the use of the administration software

At least 25% of students achieve Highly Competent in the

School Certificate Computer Skills exam

1. Continue to build teacher competence in the various ICT learner

modes so there is a broader impact on every classroom :

- Use teacher mentors to increase student engagement through a

KLA focus on laptop and IWB use plus ICT pedagogy -

Moodle, higher order thinking and negotiated learning, laptop

wraps, Web 2.0, Adobe

- Continue after school teacher professional learning to support

the faculty focus and SENTRAL implementation

2. Technology staffing :

- Clarify role statements for all ICT co-ordinators while ensuring

a team approach to the overall ICT goals

- Maintain the current Technology Support Officer role ie.

systems support, laptop issues and troubleshooting

3. Continue to upgrade and maintain computer hardware and the

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school network; make the most effective use of our technology

grants and hardware roll outs

Student Extension (for more capable, talented students)

At least 25% of 8S students significantly improve in their Year 9

NAPLAN results

Students become more aware about what constitutes higher

order, higher quality work

Over of 80 % students, 80% of parents and 70% of staff are

highly satisfied with the selective class outcomes

Maintain the 7S/8S selective class program to build student

expectations, attitude and performance :

1. Student extension co-ordinator to work with KLA Head

Teachers to increase staff and student knowledge about what

constitutes extension work :

- Continue working across core KLAs to further develop

extension teaching and learning into 7S, 8S and 9.1

- Focus on higher order thinking skills, enriched tasks relating to

Blooms; student directed curriculum; ICT; TXXXC; peer

learning; peer leadership

2. Student extension co-ordinator role to also include :

- Overseeing the 7S/8S selective test and selection process

- Continue to promote ideas for use with the selective classes

- Continue the various student, staff and parent surveys

- Oversee the cross curricula student extension evenings

Year 7 to 9 Positive Student Engagement (PEGs)

Engage students through a combination of quality teaching and

learning and classroom management strategies so students enjoy

lessons and teacher-student relationships are more positive due

to a non-adversarial approach

For targeted classes, significantly less suspensions, lower levels

of discipline monitoring and more merits are awarded

1. Run PEGs for both Yr7 (7.2) and Yr9 (9.3) : TLSI team to

oversee and guide the program to ensure KLA implementation

in consultation with a co-ordinator for each class group

2. Focus teacher skills on improving student engagement through

better student relationships, classroom management and more

relevant pedagogy :

- Classroom teachers get a period allocation to work on jointly

agreed classroom strategies and after school professional

learning meetings a minimum of three times per term

- Additional teacher allocation to work in a peer team teaching

and mentoring role

- Enhance teacher skills through professional learning eg. new

research; previous Richmond, Bundaleer PL; elements from the

Yr7 student social skills program, the Yr7 TAFE program

currently being piloted

3. Through personal reflection and peer consultation, teachers

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develop classroom strategies which address class group needs :

- Setting classroom standards for behaviour and engagement

- Developing non-adversarial classroom management skills

- Consistent approach to student management (between teachers)

ie. bring equipment, per period grade for engagement

- How to manage difficult students

- Review student surveys to establish how the current classroom

impact study can add to student engagement

- Focus on homework diary to help students get organised

- Regular contact with parents

- Make lessons more interesting, relevant, meaningful through a

range of strategies :

- Student feedback and negotiated learning (student control

over what is taught) and assessment to make students

responsible for their own learning

- use of technology - Smart notes for IWB, OneNote; literacy

skills; cross curricula links through film making

- Major push towards differentiated curriculum and use of

COGs units

Special Education Students

Annual Special Education faculty review shows :

Continued development of life skills curriculum and assessment,

social skills and school to work initiatives

Evidence of improved student learning and engagement eg.

more students involved in relevant learning alternatives; fewer

behaviour issues; more merits; higher, positive staff satisfaction

Continue implementation of the Special Education faculty strategic

plan. Areas of focus:

1. BOS Life Skills curriculum leading to more academic teaching

and learning outcomes particularly for literacy, numeracy, and

technology

2. Further development of student social skills and school to work

initiatives

3. Further development of student IEP systems

School Priority Area Three: Increased Student Retention through Quality Curriculum Engagement


To raise student retention to approach regional and state trends

To better meet the needs of all students through the development of a more

relevant academic and Vocational curriculum

To increase student participation in Vocational Education and School to Work

Increase Year 10 to 11 student retention to 90% (current average is 80-85%)

Increase Year 10 to 12 student retention to 70% (currently around 60%)

Increase student participation in vocational education and training (VET) Stage

6 to 55% (currently around 40%)

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transition

Increasing trends towards accessing shared curriculum and teacher professional

learning amongst local high schools

Further develop School to Work transition programs to better cater for students

returning to school due to the rise in school leaving age

Increase the number of Intensive English Centre (IEC) students who remain at

school and work towards maximising their academic potential

Indicators i.e. 2013 - one year target Strategies Reform / Priority


($)

Stage 6 Curriculum Development

Students report increased satisfaction with the school curriculum

Increase student retention from Year 10 to 11/12 as reflected in

increased student participation in :

- participation in VET subjects

- school to work and transition programs

- TAFE, local businesses, traineeships and apprenticeships

Successful implementation of Content-endorsed courses,

English Studies and the non ATAR Maths course

1. Continue with an extra Stage 6 subject per line to support

curriculum breadth in our two distinct Stage 6 pathways

(academic and vocational)

2. Evaluate changes to the non-ATAR vocational curriculum

(designed to better engage students not going to university and

increase retention to address the rise in school leaving age) :

- Wider choice of CEC courses, English Studies, General Maths

- More focus on the school to work transition i.e. Certificate I/II,

increased student access to TAFE/local businesses; more student

traineeships and apprenticeships

- Ensure Year 10 students make realistic subject selections and

those who are leaving have an appropriate pathway

Changes to the School Certificate

New assessment and certification processes imbedded such that

Stage 4-5 schooling is still meaningful and relevant

Based on advice from the DEC and the Board of Studies :

- Address ROSA assessment and certification issues

- Review alignment between ROSA and the Stage 5 classroom

curriculum

School to Work Transition and Engagement

Targeted disengaged students participate through a negotiated

IEP in a range of programs to clarify their interests and

ambitions and to increase their confidence, motivation, sense of

direction and develop employability skills

Increase student retention particularly across Yr10 and 11

Use the additional career adviser role to co-ordinate individual

school to work IEPs for each targeted Year 9-11 student on

caseload :

- Community agency programs, workshops and excursions

including Essential Personnel, Workplace Learning Illawarra,

TAFE alternate courses

- Industry and employment including work experience, industry

visits, trade road shows, training in generic and specific

employability skills

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- Job search workshops, resume and interview skills leading to

part time work

IEC Student Engagement and Support

Intensive English Centre (IEC) students experience improved

academic and social outcomes after they transition into mainstream

classes

Increased teacher participation in TELL (Teaching English

Language Learners) training leads to more cross-pollination of

associated knowledge and strategies

Significant increase in the percentage of ESL students feeling

safe and secure in their school environment.

Increase in average results for ESL students across all years

1. Further develop the IEC transition program to support students

in their 1st year of mainstream schooling with a continue focus

on the ‘Welcome Project’ and associated 6 month follow up

2. Further improve ESL teaching in mainstream classrooms :

- Greater teacher awareness about how to support integration

- IEC and high school staff to share knowledge on curriculum,

teaching strategies, resources

- Mainstream staff participate in iPie TELL professional learning

3. Anti-Racism Contact Officer to run sessions with all staff and

students to reinforce protocols and encourage inclusive activities

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Illawarra Partners in Education (iPie) Local High Schools

Consortium

For each school, student retention increases due to a broader

subject choice through shared subjects and vocational

opportunities

Significant teacher and faculty KLA professional learning has

occurred successfully across the three iPie schools success

Continue initiating and developing joint programs with our iPie

partners - Illawarra Sports and Figtree High Schools

1. Maintain the iPie co-ordinator role to oversee the iPie strategic

plan with a focus on :

- Shared Stage 6 classes

- iPie leadership and professional learning groups ie. beginning

teachers, accomplished teachers, senior school leaders

- iPie KLA professional learning links to facilitate the new

national curriculum

- Shared KLA Head Teacher professional learning leading to

enhanced KLA outcomes in all schools

2. Share our Trade Training Centre facilities and focus on :

- Developing joint curriculum and associated vocational

education initiatives between the three schools

- Continuing to build relationships with TAFE and local business

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Learning Support

Positive School Learning Support officer (SLSO) evaluation

data indicates that students are more effectively supported in the

classroom

1. SLSOs to implement learning and engagement strategies for

individual students with specific welfare and learning needs

2. Head Teacher Welfare to co-ordinate the learning support team

and oversee SLSO work in consultation with the LST

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School Priority Area Four: Improved Student Performance through Increased Expectations


To develop higher expectations among students by changing school culture

with regard to specific aspects of student management

To increase the quality of existing student welfare programs and add new

programs as the need arises, resulting in increased expectations

To create a less adversarial teaching and learning environment

To improve student achievement and learning outcomes by providing

incentives for students to learn

Teacher satisfaction and student class performance ratings are increasingly

positive

Student discipline ‘levels’, suspensions, merits and absences are reduced

significantly

Student lateness to school and class is minimised

Student attendance improved to at least 88% for all years

Students receiving merit levels rises to 20% over four years

Student leadership is a more significant and high profile part of school

organisation

Targeted students with individual learning needs demonstrate improved

engagement and achieve better education outcomes



($)

Attendance and Punctuality

Chronically late student number fall from 5% to 2%

Student attendance is improved from 80.5% (current) to 88%

Eliminate fractional truancy ie. move past current manageable

levels to virtually zero

Appoint a Head Teacher to improve student attendance and

punctuality and reduce fractional truancy :

- Introduce online period by period roll marking and co-ordinate a

daily faculty teacher strategy to reduce fractional truancy

- Provide family /school links and support for targeted chronic

non-attenders (currently 11% of student population)

- Continue with parent communication ie. SMS, phone calls,

letters, to address attendance/absentee issues

- Coninue lunch detention system to address student lateness

(school and class) and also fractional truancy

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Student Leadership

As a group and individually, the SRC has a range of high profile

leadership roles and responsibilities

As a group and individually, the SRC displays high quality

leadership skills

1. Lead student participation in school programs and directions :

- With year advisers, run term year meetings to strengthen student

input into school projects and decisions

- Lead, chair or have a major presence at school events

2. Take a lead role in the student voice project :

- Identify targets out of the annual student surveys, participate in

their implementation and help lead other key student voice

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activities

- Lead school and CoS digital citizenship training

3. Increase the prestige and raise the profile of the SRC :

- Upskill SRC through leadership and organisation training

- Ensure a large number of high quality nominations for the

annual SRC elections

- Participate in iPie and other student leadership programs

Student Voice

Students take greater ownership for their education

Student self-esteem and mutual respect exists across the school

community though the development of a more collegial

atmosphere where students feel respect is two ways

Co-ordinator to work with the Team Leadership for School

Improvement (TLSI) team to identify and implement a whole

school plan which involves all students and staff in achieving

these goals. Possible approaches : - Incorporate the SRC work in response to the annual student

surveys

- Incorporate bullying/harassment/cyber bullying strategies

- Build a student culture of positive values and attitudes eg. for

2013 the theme is respect; students to make films on respect

which are then used as part of a respect session each term

- Develop a Senior Charter (with increased responsibility) so

senior students take a higher profile role in student leadership

across a range of issues eg. uniform

Targeted Student Engagement

Evidence of increased student confidence, motivation and sense of

direction plus increased employability skills for the transition to

work :

At least 50% of students involved in re-engagement strategies

continue school into the next year

Improved student attitude among targeted students ie. 25%

reduction in discipline monitoring and behaviour notifications;

20% increase in merit awards; attendance above 90%

Each program documented for future reference

Teachers observe improved classroom engagement and

performance for targeted students

1. Continue using incentive/engagement, withdrawal programs for

targeted Year 8-11 students who are disengaged, lacking self-

esteem or unlikely to complete school; rationalise the school

programs to now include :

- Permaculture living classroom; curriculum to support KLA

goals, Stage 6 VET and environmental education

- Garden art and ceramics

- Pink Team positive life choices for girls

2. Co-ordinator to ensure individual contracts are negotiated and

implemented for each student on caseload :

- Include regular reviews to track performance and encourage

student ownership of the goals, behaviours and achievements

- Develop student resilience by providing safe, non-threatening

environments to discuss issues, debrief and seek support

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- Link students to local support ie. Smith Family, health, and

community services, police liaison plus our school to work

transition co-ordinator

Gym, Fitness and Breakfast

Significant number of students participate before school and at

lunchtime

Run a before school (7.30-8.15) and lunch time program three days

per week; two session types – weights, step reebok. The program is

open to all but also :

- Specifically targets students for health reasons, disengaged Yr7-

10 and those who cause issues in the playground

- Tie to Aboriginal ed PLP outcomes

- Explicitly link the strategy to breakfast, behaviour in breaks

(when unsupervised), goal setting for class

- Special ed to provide an aide at lunchtime and encourage unit

students to be part of the lunchtime program

Discipline, Merit and Incentive Excursions

Teacher satisfaction and student/class performance ratings are

increasingly positive

Significant, increasingly positive data for :

- Number of students involved in the incentive excursions

- Students receiving merit levels

- Students involved in the merit scheme

- Decrease in student notifications for poor classroom

behaviour and academic performance

- Decrease in student suspensions

1. Head Teachers to work with faculty staff to ensure they take a

more proactive, central role in the consequences for poor student

behaviour ie. better staff use of the new discipline flowchart

(levels) and SENTRAL notifications

2. Continue to build a culture which values incentive excursions by

encouraging more students and staff to be involved

3. Embed the revitalised merit system such that all teachers and

students are more engaged with the benefits

4. Strong staff support for initiatives to improve school tone :

- new period and assembly bell times

- Continued emphasis on student co-operation at assemblies and

in the playground

5. Further tighten school uniform standards through more

uniformity in the uniform, contact with parents and sanctions to

achieve compliance

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5,000

Year Advisers Role

Year Advisors have a more positive role which incorporates a

greater focus on student pastoral care

All year advisers give positive feedback about the changed

Consult with the year advisers to refocus their role including a

review of their role statement :

- Regular extended welfare meetings to focus on school programs

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structure of their role and professional learning

- More input and responsibility for health care plans, Aboriginal

PLPs and student well being

- Run regular year meetings - focus on student leadership

- Take a more significant role in academic monitoring

School Priority Area Five: Meeting National Benchmarks for Aboriginal Students


To strengthen the identity and self-esteem of Aboriginal students

To improve focus and goals achievement for Aboriginal students

To meet national benchmarks for Aboriginal students in terms of academic

performance (Literacy, Numeracy), attendance and retention

To build a culture where Aboriginal parents, community and the school

become close partners in the education process

To co-ordinate special program for Aboriginal students

National benchmarks for all Aboriginal students are met: attendance, retention,

and academic performance (Literacy, Numeracy skills, SC/HSC)

For Year 7-9 students, improved post-test performance in Literacy and

Numeracy

Aboriginal student attendance at school improved to 80%

Cultural awareness, increased self-esteem and cultural knowledge is much

stronger for Aboriginal students

Relationships and communication between Aboriginal students, parents and the

school have a positive impact on student outcomes



($)

Improve NAPLAN results for Aboriginal students:

- 20% of Year 9 Aboriginal students show as Proficient in

Reading and Writing and Numeracy at Bands 9 and 10

- Less than 40% of Year 9 Aboriginal students at or below

Minimum National Benchmarks (Band 5 and 6) for Reading,

Writing and Numeracy

Improve Aboriginal student attendance to 80%

Increased number of Aboriginal parents involved in their child’s

learning and school activities

For Aboriginal students, improved indicators across a range of

variables: school completion; more merit levels; fewer

suspensions

Every teacher is aware of Aboriginal students’ personal learning

plans (PLP) and has implemented associated classroom

strategies

1. Maintain Aboriginal education worker (AEW) and Aboriginal

education student co-ordinator; focus on generating more

synergy around school programs :

- Closer liaison with teachers’ aides and STL support to ensure all

Aboriginal students engage with the TXXXC writing strategy

- Both Year Advisers and AEW to support classroom PLP

implementation

- On an individual basis ensure implementation links between the

PLP and if they are on the school to work or student engagement

caseload

- Focus on academic performance through academic monitoring

and for some students, links through the PEGs program

- Ensure PLPs for Special Ed. students are implemented

2. Implement an Aboriginal student attendance focus using the

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school attendance action plan resources

3. Further develop Aboriginal community contact to increase

parent engagement, involvement and support :

- Communication with the local Aboriginal Education

Consultative Group (AECG) and Aboriginal Elders

- At least two parent focus group meetings per year

4. Build Aboriginal student self-esteem through engagement :

- Maintain the breakfast club and link to the PDH gym strategy

- Use NADOC week, a once a semester excursion and AIME

participation as fulcrums

- Generate major cultural outlets around language and dance

which can be shown off to parents and the whole school

- Expand the Aboriginal art and garden programs

R3/NPLS

4,000

School Priority Area Six: Best Practice School Leadership and Management


To improve school leadership in co-ordinating and supervising roles as

reflected in more effective program delivery, especially related to visible

improvements in student performance and management

To successful monitor faculty Teaching and Learning programs, to ensure

school and faculty goals are achieved

Qualitative staff data indicates school leadership is increasingly effective and

having a positive impact on school performance

Staff satisfaction and evaluations on the success of faculty initiatives are

increasingly positive

All Head Teachers successfully participate in school-based professional

learning programs which meet their individual leadership needs

More teachers are proactive and focused on improving their performance

Higher levels of satisfaction with classroom teaching and learning as reported

by students and parents



($)

School Executive Leadership

Each executive is (more) effective and having a positive impact

on school performance

High success rate in faculty planning outcomes

Head Teachers report that they are more effective in their role

1. Maintain all additional executive positions for the next 2 years

(position and people); review the role statement for each :

- Head Teacher Welfare, Teaching & Learning, Administration

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2. Further promote the leadership capacities of all Head Teachers :

- All executive to develop and implement an individual leadership

and professional learning plan

- Develop a role statement for KLA Head Teachers

3. Maintain executive classroom release time to improve the

quality of faculty and school leadership roles. From a faculty

viewpoint, Head Teachers to use the release time

- N warnings and parent interviews re academic performance

- Support each teacher to phone home on student classroom issues

eg. no equipment, disengaged, out of uniform

- Ensure the faculty based discipline systems are working ie.

detention, green/red cards, faculty class suspension, use of

SENTRAL to document and track student performance

- Oversee professional learning goals for each teacher around

technology, literacy, student extension

R2/NPLS

54,768

Staff Performance, Workplace Roles and Responsibilities

60% of all school professional development funds continue to

be focused on faculty goals

All staff successfully implement TARs/EARs which is focused

on professional learning (and also leadership for Head Teachers)

Each faculty successful implements school goals

Teachers continue to report high level satisfaction with school,

their work and the quality of professional learning

1. Focus on teacher performance through quality supervision and

professional learning :

- All staff develop and implement an individual professional

learning plan (TARs) with Head Teachers to complete regular

progress updates with all staff

- Through TARs and faculty professional learning foster greater

teacher self-reflection and collegiality/co-operation among staff

eg. lesson observation, student surveys

- Support faculty implementation of school teaching and learning

initiatives with additional TPL funds

2. Support leadership and professional learning at all levels :

- Ensure the Team Leadership for School Improvement team has

a significant role ie. see student voice and PEGs elsewhere

- Negotiate role statements for staff with specific responsibilities

- Promote the iPie leadership and professional learning strategies

and encourage staff to be involved

3. Broaden the focus on distributed school leadership :

- Review the organisation of Wednesday meeting time

- Build a stronger committee culture. Proposed committees to

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include permaculture, canteen, sport, performing arts

4. Use a range of staff welfare strategies, recognition and

incentives to maintain high staff morale eg. staff appreciation

awards; local and state education awards; staff social events

Assessing Program Performance

Quantitative and qualitative data provides a clear picture of

successes and areas for improvement into the future

- Maintain our program of baseline and final post-program data

evaluation and including our mid-year monitoring review

- Employ data management and systems administration support

School Priority Area Seven: Creating Positive Community Relationships


To improve community perceptions about our school

To increase parent engagement in support of their child’s education by

encouraging parent and community participation in school programs and

operations

To further develop Community of Schools programs so they continue to engage

students and offer high quality student outcomes

Year 7 enrolments increase from 69% (at present) to 75% of potential

enrolments from local primary schools

Parent focus group meetings lead to improved student outcomes through better

communication between parents and the school

36% of parents attend parent/teacher night (up from 18% at present)

25% of parents are involved in school events (up from 10% at present)

50% of parents are linked to the school by SMS and email (up from 0%)

Increasingly positive qualitative data for both parent and community

perceptions and community of schools programs



($)

Communication, Promotion and Parent and Community Links

Year 7 enrolments increase to 71% (up 2% on 2010)

10% of parents are involved in school events

25% of parents are linked to the school by email/SMS

Parent focus group meeting held each semester for identified

parent community groups

Quality semester reports are being provided to students and their

parents

1. Engage parents and the community to support school goals

through improved promotion and communication :

- Use SAS/CLO role to oversee school promotion and organise

parent meetings, school community events and business links

- Further develop the school website

- Media coverage to highlight student and school achievements

- As necessary revamp all school publications eg. newsletter,

promotion flyer and DVD, booklets

- Purchase school banners and improve signage

R6/NPLS

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- Publish Warrawong Word, a once per semester community

newsletter

2. Improve student outcomes through increased parent and

community engagement :

- Maintain CLO parent contact role to support attendance,

uniform and student engagement strategies

- Use surveys and focus interviews with parents and primary

school parents and staff to determine community opinions about

our school, its programs and operations

- Clarify the timing each month, purpose and role of the P&C

- Expand the use of SMS/email to contact parents and notify of

upcoming school events

- Improve school reports through a review of outcomes, teacher

comments and software operations

R6/NPLS

38,730

Warrawong Community of Schools (CoS)

Positive evaluation of curriculum and school engagement

initiatives

Principal, teacher and community feedback indicates high

quality student outcomes across each program

1. Continue to evaluate and improve CoS curriculum programs :

- Literacy strategic plan - writing and the literacy continuum

- Joint Year 6-7 transition to high school curriculum

- Permaculture and environmental education

2. Continue to evaluate and improve CoS high school engagement

programs ie. Stage 3 digital citizenship; Years 5-7 Open night;

primary school visits; Education Week concert; school website

3. Maintain close communication ties and hold regular meetings

between the Principals to co-ordinate programs

R6/NPLS

5,000

WACKI Short Film Festival

A high quality, successful film festival with evidence of

improved student visual literacy and film making skills in

writing, producing and editing films

Successfully enter other student film festival competitions

Organise the 12th annual WACKI short film festival :

- Improve film quality through a focus on judging comments

(from the previous year) and by involving staff and students in

professional learning to improve film production techniques

- Implement literacy learning strategies associated with visual

literacy and film making

21


School Priority Area Eight: Building Better School Systems and Facilities


To improve staff morale and student respect for the school, by providing 21st

century teaching facilities and a cleaner, more pleasant physical environment

To make the school website and intranet more accessible and user-friendly,

leading to increased use by students, staff and the community

All additional new facilities used to their full capacity; continue to plan for

ongoing facilities upgrades if and when funding sources become available

Canteen sales increase by 10% per year because more appealing healthy food

is being offered

Better website and software systems lead to reduced staff workloads and more

efficient access to data



($)

School Facilities and Grounds

Successfully access any new Federal and State grants to improve

school facilities

New facilities opened and being used to capacity

Canteen committee operational and impacting positively on

sales (while still adhering to healthy canteen guidelines)

Environmental education has a higher profile in the classroom

and in extra curricula programs

- Finish current projects: trade training centre extensions -

refurbish wood and metals rooms not done as part of TTC,

western outdoor area; outdoor kitchen classroom; permaculture

gardens; landscaping; gym/hall; car park; bells; wireless data

network

- Continue to paint and improve classrooms and corridors

- Plan further upgrades: new classroom/staffroom; back courts;

student toilets; agriculture/machine shed

- Review progress and further develop canteen operations eg.

product range, signage, student and parent helpers

- Implement the annual school environmental management plan

School Website, Intranet and Data Management

Increased access to our school website

School intranet, data bases and report software are all working

more efficiently

- Continue developing the school website; train KLA staff in its

use and how to maintain the website

- Redesign the school intranet to make it user friendly and create

links to the school website

- Use additional SASS time to help align school databases so our

systems more efficient and effective

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