BUSINESS PLAN 2018—2020 · The Fremantle LDC employs a team of speech pathologists who work with teachers and parents in assessing, evaluating and implementing appropriate programs

FREMANTLE LANGUAGEDEVELOPMENT CENTREAN INDEPENDENT PUBLIC SCHOOL

BUSINESS PLAN 2018—2020

FREMANTLE LDC VISIONTo be a school of excellence that is innovative and builds expertise and leadership to ensure best outcomes for students with a Developmental Language Disorder (DLD).

Our ContextThe Fremantle Language Development Centre (LDC) is a specialist Education Support facility which provides a state-wide service for students with speech and language difficulties. It consists of a school and an outreach service. The Fremantle LDC became an Independent Public School in 2015.

The school caters for approximately 220 children from Kindergarten to Year 3 who have been identified with a Developmental Language Disorder (DLD) in the presence of at least average intelligence and sound adaptive behaviour. The Fremantle LDC provides specialised language and academic intervention on an individual and small group basis and offers a supportive environment that focuses on the social, emotional and academic growth of students. The Fremantle LDC is located across three sites where facilities are shared with local primary schools, enabling children from the LDC to benefit from interaction with mainstream students.

The Fremantle LDC is staffed by teachers who engage in ongoing professional learning to ensure that they keep abreast of current research and best practice in speech and language intervention. The Fremantle LDC employs a team of speech pathologists who work with teachers and parents in assessing, evaluating and implementing appropriate programs for the students. They also work in the classrooms with small groups or individuals to ensure an ongoing program that maximises opportunities for positive learning outcomes. The Fremantle LDC employs an occupational therapist who coordinates and implements an occupational therapy service program which supports identification, education and classroom practice.

The Fremantle LDC Outreach Service is staffed by a deputy principal and speech pathologists working as Support Officers Speech and Language who provide support to mainstream schools in the South Metropolitan Region, Pilbara and West Kimberley.

The Outreach Service supports schools at a regional, network and individual school level in the form of professional learning, in-class modelling of intensive language programs, one on one teacher consultations and work shadowing at the Fremantle LDC.

FREMANTLE LANGUAGE DEVELOPMENT CENTRE BUSINESS PLAN 2018 - 2020

FREMANTLE LDC VALUESThe Fremantle Language Development Centre believes that all members of a school community have the right and responsibility to demonstrate:

• Respect for self, others and their environment • Care and courtesy for all • Courage and determination to face the challenges they meet

School self-assessment The Fremantle LDC prides itself on delivering high quality teaching and learning in a safe, inclusive learning environment that strives to ensure that students with identified speech and language difficulties make the necessary gains to meet their potential academically, socially and emotionally.

Our key focus areas in the Fremantle LDC business plan 2018-2020 are to:

• Create successful students • Develop high quality teaching and leadership • Be a distinctive school • Develop positive behaviour and wellbeing

These key focus areas are reflected in the Strategic Plan for WA Public Schools, 2016-2019. The Business Plan is supported by Operational Plans which outline key strategies for operational targets through areas of the Delivery and Performance Agreement (DPA): Teaching and Learning Programs, Resourcing and Support, Student Performance Monitoring, and Compliance with System Requirements.

The Fremantle LDC has a rigorous and highly collaborative review process that ensures all aspects of school planning are aligned and respond to the specific needs of our students and school community. Teaching staff are actively involved in processes of individual education plan reviews, curriculum area reviews and professional learning clusters that review, evaluate and implement school planning strategies based on the School Improvement and Accountability model of asses, plan and act.


Target75% of students will increase their percentile rank by five or more on the Sutherland Phonological Awareness Test Revised (SPAT-R).

80% of year 1-3 students will demonstrate progress in writing as demonstrated on whole school writing assessments.

Milestones:

• 2018 – WAPPA Early Years Writing Rubric • 2019 – Brightpath (Targeted Clusters) • 2020 – Brightpath (Whole School)

80% of Year 1 students will be working in Phase 3 of Letters and Sounds by the end of the year.

80% of students in years PP-2 will demonstrate progress in developmental points on the Numeracy On Entry Assessment.

How we measure successEach year, all students (PP-3) will be assessed using the Sutherland Phonological Awareness Test Revised (SPAT-R). Test A at the beginning of the year and Test B at the end of the year. Test B will be used to identify students within normal range.

In terms 1 and 4 of each year students writing will be assessed using a whole school writing assessment. This will be used to monitor student progress. Progress will be demonstrated if students increase their total score within the year.

Progress within synthetic phonics Letters and Sounds will be monitored using the Fremantle LDC Letters and Sounds Tracking Booklet. Working in Phase 3 will mean that the students have fully completed Phase 2.

In terms 1 and 4, all students in PP – Year 2 will complete On Entry Numeracy assessment. Progress will be evident if students move upwards in their Numeracy Development Points from term 1 to term 4.

StrategiesSpecialist Language Intervention

• Use of a tiered Response to Intervention (RTI) speech pathology model for K-3 • Collaborative analysis and moderation of oral language data with speech pathologists • Review and implementation of evidence based oral language assessments K-3 • Whole school oral language programs, assessment and reporting processes

Individual Education Plans (IEP)

• IEPs will be developed for all K-3 students • Regular review of reporting to parents processes • Evidence based programs and planning linked to the Early Years Learning Framework (EYLF) and Western Australia Curriculum (WAC)

Model of Explicit Teaching

• Targeted teaching based on assessment data • Phonological awareness and synthetic phonics approach for all students K-3 • Explicit teaching in developing oral language for writing (Story Braidy and Talk for Writing) • Whole school literacy and numeracy plans • Individual intensive reading program (MULTILIT Years 2&3)

CREATE SUCCESSFUL STUDENTS


Target90% of teachers will identify progress in relation to their professional learning goals that they have identified in their performance and development plan.

80% of school leaders will identify progress in relation to their leadership goal that they have identified in their performance development plan.

Milestones:

• 2018 – Focus on Executive Leadership Team • 2019 – Focus on Leadership Team • 2020 – Focus on Curriculum Leaders

How we measure successEach year, teachers will identify an area of improvement within their performance development cycle. A survey will be completed in term 2 and then again in term 4. Progress will be identified if there is an upward trend in their overall rating. A follow up survey will be conducted in term 1 or 2 of the following year to identify if improvement has been maintained/strengthened.

Twice per year, school leaders will complete a survey related to their confidence in their leadership goals using the following:

• Executive Leadership Team: AITSL Australian Professional Standard for Principals • Leadership Team: Teachers – Lead component of AITSL Professional Standards for Teachers, Speech Pathologists (SP) - Lead component of SP Performance Development Cycle, Support Officer Speech and Language (SOSL) – Lead component of SOSL Performance Development Cycle • Curriculum Leaders: Teachers – Lead component of AITSL Professional Standards for Teachers

StrategiesSupport & building staff capacity

• Whole school model of observation and feedback • Induction in speech and language and whole school programs for all new staff • Mentor program for all new staff • Ongoing professional opportunities for all staff embedded into Performance and Development Cycle • Professional learning for all staff in the latest evidence based practices in speech and language • Provide a Level 3 mentor program across the Cockburn Central Education Network (CCEN) • Maintain a distributed leadership model that provides opportunities for professional growth as a school leader • Teachers, SOSLs and Speech Pathologists participate in an observation and feedback process to improve their classroom and presentation practices

Collaborative practices

• A professional learning community that incorporates weekly Professional Learning Cluster meetings, peer observation and feedback, professional learning workshops, coaching and mentoring that is driven by data and research • Strong links with CCEN

Innovation and research

• Partnerships with Curtin University School of Health Sciences to support speech pathology and occupational therapy research projects

DEVELOP QUALITY TEACHING AND LEADERSHIP


Target70% of students receiving targeted OT intervention will demonstrate a minimum of one point improvement towards achieving their identified goals.

80% of children attending the language and learning therapy group will demonstrate an increase of 2 or more points towards achieving their identified goals.

To maintain the percentage of mainstream schools participating in two or more levels of service provided by the Outreach team.

90% of mainstream schools with exited FLDC students to participate in one or more levels of support.

The school will maintain or increase its support of research and action learning projects at a school-based level and in partnerships with universities.

How we measure successEach year the Occupational Therapy Goal Attainment Scale (GAS) will be used to assess if the identified students met their expected goal.

Parents will rate their child’s performance in relation to each goal on the Fremantle LDC Performance Measure at the beginning of each placement and again at the end. The change in performance will be measured using the difference between this pre and post data.

Fremantle LDC Outreach data base will be used to record schools’ participation in professional learning and level of service.

A database will be collated to record the levels of engagement from mainstream schools who have exited FLDC students.

Each year a database will be collated on the number of research and action learning projects the school supports.

StrategiesOccupational Therapy Model

• Tiered service model • Collaboration with Curtin University

Early Intervention

• Supported language and learning therapy groups in partnership with Fremantle Child Development Services

State-wide Outreach Service

• Provide support to mainstream teachers of children with speech and language difficulties (K-3) in West Kimberley, Pilbara and Fremantle/Cockburn region • Develop multiple platforms for the delivery of professional learning and coaching • Supporting exited FLDC students through a transition program and access to professional learning

Research and Action Learning

• Continue partnership with universities to support innovative research projects at a school based level in a variety of areas • Continue using action learning to develop and improve efficacy of school programs

BE A DISTINCTIVE SCHOOL


Target65% of students will demonstrate ratings of “consistently” or “often” on the Personal and Social Learning (PSL) and Attitude, Behaviour and Effort (ABE) scales on the Student Achievement Reports.

To maintain an average or above state average rating in attendance.

Staff will demonstrate increased confidence in their knowledge and use of strategies to develop their own and their students’ wellbeing.

How we measure successTeachers will rate students on the PSL and ABE rating scales in the Student Achievement Reports at the end of each year.

Data will be collated from the SIS attendance data report.

Staff will complete a survey pre and post professional learning rating their confidence in their knowledge and use of strategies to develop their own and students’ wellbeing. An increase in their rating will indicate an increase in confidence and knowledge.

StrategiesKidsMatter

• Whole school social emotional programs (Fun FRIENDS, FRIENDS for Life and Connect For Kids) • Values and virtues

Positive Behaviour

• Whole school approach implementing 123 Magic and emotional coaching • Attendance monitoring and individual engagement plans

Wellbeing

• Professional learning for staff with a focus on staff and student wellbeing

DEVELOP POSITIVE BEHAVIOUR AND WELLBEING


FREMANTLE LANGUAGEDEVELOPMENT CENTRE

Fremantle Language Development Centre – main site 24 Winnacott St WILLAGEE WA 6156 T: (08) 9312 4850 | E: [email protected]

Fremantle Language Development Centre – Bull Creek Site 32 Hardy Street BULL CREEK WA 6149 T: (08) 6216 4415

Fremantle Language Development Centre – Beeliar Site 86 The Grange BEELIAR WA 6164 T: (08) 9437 5905

FREMANTLE LANGUAGEDEVELOPMENT CENTRE

AN INDEPENDENT PUBLIC SCHOOL

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BUSINESS PLAN 2018—2020 · The Fremantle LDC employs a team of speech pathologists who work with teachers and parents in assessing, evaluating and implementing appropriate programs