Warnbro Community High School Education Support Centre

Business Plan2017 - 2019

E V E R Y S T U D E N T F L O U R I S H I N G

Key Focus Areas1. Excellence in Teaching, Learning

2. Optimal Health and Wellbeing

3. Sustainable Partnerships and Pathways

Our SchoolWarnbro Community High School Education Support Centre is a highly recognised, Independent Public School for

students with intellectual disabilities, or disabilities in the presence of high educational needs, co-located with Warnbro

Community High School.

We offer unique and innovative programs, high quality teaching and strong pastoral care relationships that nurture a

sense of belonging, significance and emotional safety. Our focus is on maximising students’ confidence, self-esteem,

resilience and sense of self, while nurturing our students to flourish and become their best self, academically, emotionally

and socially.

Our students take pride in their qualifications and achievements and confidently graduate into the wider community

with the knowledge and skills to achieve their hopes, dreams and aspirations.

Independent Public School Review Comments:

“Commendation for the staff for their commitment to quality teaching, ongoing improvement and striving for excellence in student outcomes”

“Commendation for the Leadership Team and staff for their deep understanding of the teaching and learning processes required to meet the complex needs of their students and the strategies they have employed to make a real difference to

student learning”

VisionOur students are sure of whom they are and take pride in their qualifications

and achievements. They confidently work towards their educational and life

goals and create a future for themselves as hard working contributors to, and

participants in, their community.

We are proud and passionate about our school and its students. We collaborate

together respectfully and know that we are making a difference. We enjoy the

challenge of striving for excellence. We build pathways for our students into

the community.

Our community acknowledges the worth of our students and actively

welcomes them into their workplaces and social lives. The community

prospers from our students’ success and, in turn, our students are secure in

their experience of belonging and acceptance.

We are proud and passionate about our school and its

students.

CommunityWe recognise the community as

essential to our school environment. We support our students to make positive connections and

contributions to the local community and develop a sense of belonging. We encourage the development

of community partnerships that support the educational and employment

outcomes of our students. Respect

We treat all

individuals with care

and kindness. We are

open to the ideas of others

and show a willingness

to see from another’s

perspective.

InclusionWe strive to ensure that

difference is not a barrier to participation and support our staff and

students to develop a sense of belonging to the school and community. We support

our students to engage with others and participate in meaningful ways in the wider

school environment and community. This promotes positive growth, confidence, friendships and

happiness.

ExcellenceWe have high expectations

of our students and ourselves. We

strive to raise standards and improve

student outcomes in all areas of

learning.

CollaborationWe are committed to

collaborative approaches

as they help staff develop

confidence, learn new ideas

and develop skills while

developing a shared

understanding of how

to improve student

outcomes.

Our Values

GRATITUDE TEAMWORK CURIOSITY

ZEST KINDNESSHOPE

OUR FlOURISHING STRENGTHS

HAPEER WARNBRO CHS ESC

POSITIVE EDUCATION MODEL

RESILIENCE

Never giving up even in times of diculty

Using strengths to help others

Understanding and building

positive emotional experiences

Caring for physical and mental health needs

Building connections and friendships with others

Being curious and open to experience

POSITIVEHEALTH

POSITIVERELATIONSHIPS

POSITIVE

ACCOMPLISHMENTS

POSITIVE

PURPOSE

POSITIVEEMOTIONS

POSITIVE

ENGAGEMENTFlourishing Sta &

School Community

FLOURISHEvery Student Flourishing

Positive Education - HAPEER Positive - Health Accomplishments Purpose Emotions Engagement Relationships

Warnbro CHS Education Support Centre has a major focus on Positive Education. We have built a strong school community

where the values of respect, collaboration, inclusion and excellence are embedded across the school. We actively plan to

build students’ sense of connection and belonging through the implementation of a Positive Education Model - HAPEER.

Our six key domains are:

Character StrengthsUnderpinning the Positive Education Model - HAPEER, is a strengths based approach. We believe our students bring to

our community a diverse range of abilities, and during their time at school we actively seek to develop them through our

Character Strengths program. We have identified six key character strengths that have important benefits for well being

and contribute to student success, these are know as ‘Our Flourishing Strengths’ and they are explicitly taught through

our social-emotional learning program.

Targets

Excellence in Teaching and Learning

1.1 The number of students achieving 80% or more of their IEP targets for Literacy, Numeracy and Personal & Social Capabilities will show an upward trend over 3 years.

1.2 Reading & Spelling data to show upward trend in student literacy achievement over a 3 year period.

1.3 Mathematics data to show an upward trend in student numeracy achievement over a 3 year period.

1.4 Lesson planning and delivery is differentiated based on assessment data and learning needs, to engage students in achieving their individual learning goals.

Optimal Health and Wellbeing

2.1 Whole School Attendance will exceed state and like school averages.

2.2 Student Emotional Self-Management and Interpersonal Development to show an upward trend over the 3 year period.

2.3 Increase opportunities for social inclusion for all students.

2.4 Staff implement strategies reflective of growth mindset into daily practice.

Successful Partnerships and Pathways

3.1 All of our students transition into employment, further education or community engagement programs within 6 months of leaving school.

3.2 Increase the range of opportunities for students to make positive connections to the community from Years 7 to 13.

3.3 Increase the level of engagement of parents in the school community.

Focus Area 1 Focus Area 2 Focus Area 3

Nurturing respectful, trusting relationships with

parents to enhance student learning &

wellbeing.

StrategiesFocus Area 1: Excellence in Teaching and Learning Our Focus: High quality, innovative teaching and learning. Students supported to achieve their best and take pride in their qualifications and achievements.

Targets Strategies1.1 The number of students achieving 80% or more of their IEP targets for literacy, numeracy and Personal & Social Capabilities will show an upward trend over 3 years.

Engage in professional learning and work collaboratively with colleagues to;

• Use student assessment data & monitoring tools to analyse and evaluate student learning, identifying interventions and modifying teaching practice.

• Set explicit, challenging and achievable learning goals for students using evidence based data.

• Plan and implement innovative, well-structured differentiated programs or lesson sequences that engage students and increase student learning.

• Incorporate a range of instructional strategies to meet specific learning goals and needs of students.

• Review, evaluate and modify programs and lesson sequences using student assessment data, knowledge of the curriculum and workplace practices.

1.2 Reading & Spelling data to show upward trend in student literacy achievement over a 3 year period.

Engage in professional learning and work collaboratively with colleagues to;

• Use research-based knowledge, student data and workplace practices to implement effective, differentiated teaching strategies to improve students’ literacy achievement.

• Use ICT with effective teaching strategies to expand learning opportunities and content knowledge for all students.

• Develop, select and use informal and formal diagnostic, formative and summative assessment strategies to assess students’ ongoing literacy learning.

• Increase school-wide capacity in the provision of timely, effective feedback to students about their achievement relative to their Literacy goals, in order to progress learning.

1.3 Mathematics data to show an upward trend in student numeracy achievement over a 3 year period.

Engage in professional learning and work collaboratively with colleagues to;

• Use research-based knowledge, student data and workplace practices to implement effective teaching strategies to improve students’ numeracy achievement.

• Select and use ICT with effective teaching strategies to expand learning opportunities and content knowledge for all students.

• Develop, select and use informal and formal diagnostic, formative and summative assessment strategies to assess student numeracy learning.

• Increase school-wide capacity in the provision of timely, effective feedback to students about their achievement relative to their Numeracy goals, in order to progress learning.

1.4 Lesson planning and delivery is differentiated based on assessment data and learning needs, to engage students in achieving their individual learning goals.

Engage in professional learning and work collaboratively with colleagues to;

• Use research-based knowledge, student data and workplace practices to implement effective, differentiated teaching strategies based on individual student needs to improve student learning.

• Plan and implement innovative, well-structured lesson sequences that incorporate a range of surface level and deep level instructional practices that engage students and increase their learning.

• Embed through the Performance and Development Process and Classroom Observation and Feedback as per the Classroom Observation Schedule.

Focus Area 2: Optimal Health and WellbeingOur Focus: A safe and welcoming learning community where students flourish and are secure in their experience of belonging and acceptance. Highly effective instructional and behavioural practices and interventions to ensure the very best academic, social and behavioural outcomes for our students.

Targets Strategies2.1 Whole School Attendance will exceed state and like school averages.

Engage in professional learning and work collaboratively with colleagues to:

• Continue to develop quality teaching and learning to increase student engagement.

• Continue multidisciplinary case management involving all stakeholders to support student attendance.

• Systematic monitoring of attendance and implementation of early intervention.

• Continue to develop a whole school approach to promote wellbeing through the Positive Education model - HAPEER.

• Expand development of physical environment to support wellbeing needs of students.

2.2 Student Emotional Self-Management and Interpersonal Development to show an upward trend over the 3 year period.

Engage in professional learning and work collaboratively with colleagues to:

• Implement goals and strategies to increase students’ emotional self-management and interpersonal development.

• Increase students’ ability to reflect on their development of emotional and interpersonal self-management skills.

• Provide targeted support to develop students’ social skills and self-regulation, through small group work.

• Build staff capacity to identify students’ communication needs and implement strategies that promote expressive language.

2.3 Increase opportunities for social inclusion for all students.

Engage in professional learning and work collaboratively with colleagues to:

• Develop skills and strategies that support students’ social development.

• Expand implementation of social engagement programs.

2.4 Staff implement strategies reflective of growth mindset into daily practice.

Engage in professional learning and work collaboratively with colleagues to:

• Build a solutions-focus approach to problem solving and conflict resolution

Focus Area 3: Sustainable Partnerships and PathwaysOur Focus: Strong school and community partnerships that develop pathways for our students into the community.

Targets Strategies3.1 All of our students transition into employment, further education or community engagement programs within 6 months of leaving school.

Engage in professional learning and work collaboratively with colleagues to:

• Use an individual case management approach to transition in which students are supported to be active agents in their transition and pathway planning.

• Starting in year 7, plan and implement transition planning processes in collaboration with students, families, Local Coordinators and agencies.

• Plan, implement and innovate Career Education, Workplace Learning, VET and Enterprise programs that:

- Engage students in career/work learning

- Support students to make connections to their community

- Provide feedback to students about their achievement from employers and training providers

3.2 Increase the range of opportunities for students to make positive connections to the community from Years 7 to 13.

• Collaborate with local partner schools and community organisations to facilitate meaningful student interactions and community involvement.

• Plan and implement enterprise projects in the community.

3.3 Increase the level of engagement of parents in the school community.

• Develop positive partnership between parents and the class teacher to understand the learning needs of each student.

School Board:

The School Board are proud to have collaborated in the development of the Warnbro WCS ESC Business Plan 2017-

2019, which continues to support outstanding outcomes for student achievement and wellbeing.

______________________ ______________________

Contact Us: 08 9553 0122Warnbro Community High School Education Support Centre 2 Swallowtail Parade WARNBRO Western Australia 6169warnbro.esc@education.wa.edu.au www.warnbroesc.wa.edu.au

Individual Educational PlansWarnbro Community High School Education Support Centre’s school purpose is to provide inclusive academic and

vocational programs for students with an intellectual disability. These programs meet students individual social,

emotional, sensory and physical needs, and maximise students’ ability to take their place independently in the wider

community.

• An Individual Education Plan (IEP) in Middle School and an Individualised Transition Plan (ITP) in Senior School

recognises that students have highly individualised needs. An IEP/ITP allows for the prioritisation of the most

important educational and vocational outcomes to help meet these needs. As such, the IEP/ITP may take into

consideration the emotional, behavioural, physical and sensory needs of each student.

• An IEP/ITP ensures the school provides an inclusive educational environment and program by facilitating

appropriate classroom planning and the use of relevant education strategies. This in turn, enables each

student to achieve their educational potential.

In addition, IEPs/ITPs provide a form of

accountability for all people involved in a

student’s education. The Principal and Deputy

Principals are also closely involved in IEP/ITP

accountability process.

• Parents/caregivers are invited to meet with the

classroom teacher to share information and set

priority goals for the student. These goals are

measurable and able to be achieved within the

semester.

• Students progress towards IEP/ITP priorities

is monitored, reviewed and reflected upon

regularly as part of good classroom practice

by teachers in the ESC. The student’s IEP/ITP is

formally reviewed with parents/caregivers twice

a year and students are issued with an end of

semester report.