Challis in Focus 2018

“A New Story Emerges….”

Respect Responsibility Safety Excellence

Colleagues, Challis in Focus 2018 builds on the rapid momentum and clear direction since the amalgamation of Challis ECEC and Challis Primary in 2015 and our relentless commitment to achieve “Better than Postcode Results, Together as a Community, the Challis Way”. The strategies outlined in the following pages are a continuation and refinement of what we have been collectively working towards over several years as we build our teaching expertise and meet the needs of every child. As we enter the final year of the current Business Plan, close attention has been paid to the elements that research indicates are required for significant school improvement. Those structures, strategies and processes have been developed and funded to add to the excellent strategies and structures already in place. We continue the successful school wide implementation of Talk 4 Writing (T4W) and inject an increase in resources to the leadership of that strategy. Explicit Direct Instruction (EDI) continues to be our key instructional strategy when teaching new concepts with intensive professional learning provided throughout the year with the creation of two fulltime Academic Coaches. PR1ME Mathematics enters its second year of implementation with increased confidence and understanding being demonstrated by staff. PBS continues be the framework that we use to explicitly teach behaviour expectations with a refined curriculum and introduction of a Good Standing Policy to be added to the Challis Way. 2018 sees the introduction of Spelling Mastery from years 3-6 as the only new programme being implemented, while a whole school approach to the teaching of vocabulary, focusing on Tier 2 words will be introduced. Support for staff Two fulltime Academic Coaches have been appointed to support and lead the refinement of EDI. In-class coaching,

modeling, goal setting and observations will support every teacher to develop the skills to design and deliver a well-crafted lesson. (Kelly Plunkett and Maxine Galante)

Team Leaders continue to be provided with .2 release time to support and lead their teams through what to teach and how to teach it. (Kindy- Denise Bujalka, PP-Hayes Webb, Yr 1/2- Kelly Plunkett, Yr 3- Rachel Ansell, Yr 4- Nicole Page, Yr 5/6- Melissa Baeli, Education Assistants (mainstream)- Denise Bibby, SNEAs- Karen Warren, Student Services- Kristy Tomlinson, Specialists, Radha Bahskaran.

T4W has been given an increase in release time to better support the leadership of the programme across the school and to develop other T4W mentors (Mark McClements .4)

PR1ME- continues to be lead by Maxine Galante with a focus on developing the expertise of Maths mentors in every year level.

The Coordinator of Aboriginal Education, Health and Well-being oversees the support available for Aboriginal students and their families. (Elizabeth Rochfort)

A Learning Support Coordinator continues to provide teachers with support, resources and advice for children who have additional learning needs. (Karen Warren)

The Coordinator of Inclusion and Engagement, a new position in 2018, is available to support teachers with their planning, monitoring, teaching and reporting for children who have disabilities. (Kasey Spagnolo)

The Coordinator of Behaviour and Engagement, also a new position in 2018, is available to ensure all children are engaged in their learning with minimal time being spent out of class. (Deborah Robinson)

The Coordinator of Curtin Interprofessional Practice Programme ensures quality therapy is delivered by Allied Health students to students who require additional support (Dr Shannon Golding)

Knowing what to teach- pacing calendars set out a plan for the content that needs be taught with an emphasis on essential concepts.

A full day of collaborative DOTT for classroom teachers will continue enabling deep collaboration within each year level team.

An additional hour of professional learning (LTT) is provided for all classroom teachers on a weekly basis to develop understanding of content and best practice

The Rising Star Network provides meaningful support to graduate teachers and new teachers to the school in a collaborative and collegial forum.

A suite of professional learning has been designed for Education Assistants to enhance their skills and knowledge as paraprofessionals working alongside teachers.

For students The Aboriginal Girls Academy continues to focus on attendance, engagement, achievement and health through an

enhanced curriculum. STRIVE caters for children with an identified disability or whose needs are best met through a highly structured and

individualized programme. Inquiry Classes challenge and extend the learning of students who have surpassed the expected literacy and

numeracy targets. Corrective Reading groups are offered to students who require intensive support to learn to read. A Leadership programme for Student Leaders- Alec Gibson is implementing a programme which will result in the

creation of meaningful opportunities for Year 6 students to lead within our school. The Student Services Team provides an array of supports and services to students and their families, through a

School Psychologist, a Social Worker, Family Support Workers, a Chaplain, a Learning Support Coordinator and the Coordinator of Aboriginal Education, Health and Well-being.

Increasing the Student Voice will provide opportunities for the opinions of students to be heard and considered. This will include providing feedback to teachers about their teaching.

An enhanced music programme including Community Singing, an Instrumental programme, performances and a musical production will add value to the skills needed for strong language and numeracy acquisition, as well as providing community cohesion and enjoyment.

DRUMBEAT will be delivered by Jenny Caiulo, Shantelle Cox and Gary Butcher to students who will benefit from learning the skills needed to work positively in groups.

An engaging array of Specialist programmes will excite and motivate students to be curious about themselves and the world around them.

For the Community The introduction of a Parent Employment service onsite will assist parents to enter the workforce. The possibility of providing a GP service as part of our full range of services on site will be further explored. Planning for the Womb to the Workplace strategy will continue. The Minderoo-funded Challis Parenting and Early Learning Centre will offer four groups of Pre Kindy, three different

types of early learning programmes and a variety of parenting programmes starting from birth. To maintain our health and well being, weeks 5 and 6 of every term are quarantined to be free from interruption,

excursion, incursion or any additional activity so that we can re-energise and re-focus our teaching without distraction.

It is time to write a new story for the Challis children. A story that includes high quality teaching, vastly improved academic

and social outcomes and success for all, in a calm learning environment where children are reading, motivated, happy and inspired learners. We all have a vital role to play in writing their story and how the story ends is up to each of us. As the new Challis story emerges… We are all in this together.

Lee Musumeci Principal January 2018

Initiative Milestones Review Comments

Continue the

implementation

of Explicit

Instruction and

Explicit Direct

Instruction (EDI)

All staff have received PL from Joe Ybarra (Jan 2018)

A systematic EDI Goal Proforma has been developed. (Jan 2018)

ACs and TLs have developed a plan to observe Periodic Reviews (Feb 2018)

New teachers are using Engagement Norms (March 2018)

All classroom teachers have identified personal goals based on observations. (March 2018)

Specialists are using their Explicit teaching model and working with ACs to achieve goals. (June 2018)

All teams have planned and implemented Periodic Reviews. (Oct 2018)

ACs and TLs have observed PR in EDI (Oct 2018)

All staff are proficient in Periodic Reviews (Dec 2018)

All staff are proficient in CFU (Dec 2018)

An EDI Certification Framework has been created. (Dec 2018)

Continue the

Implementation

of Pr1me Maths

in Years 1-6

&

Review Maths

Programs

in K/PP

A curriculum aligned practice book for Years 4-6 has been developed. (Dec 2017)

More concrete materials have been ordered ready for 2018. (Dec 2017)

All new staff have demonstrated proficiency in a Maths mat session (Week 5 T1)

All teachers have implemented one problem solving lesson per week (By week 8 T1)

PP staff have trialled Aus Prime and reached a decision whether to implement in 2019. (Nov 2018)

Staff have developed year group specific content knowledge through Professional Learning (LTT) (Dec 2018)

Continue the

Implementation

of Talk 4 Writing

(T4W)

Staff have completed a survey on confidence/ability in T4W (Jan 2018)

Awesome Authors has been implemented in all year levels (Years 1-6) (April 2018)

Brightpaths has been implemented (Nov 2018)

T4W teacher knowledge has increased. Staff survey shows an increase in confidence and skill level. (Dec 2018)

Poetry Plan has been created. (Dec 2018)

2019 T4W leaders have been identified. (Dec 2018)

4 x T4W Open Days have been completed (Dec 2018)

Implement

Spelling Mastery

Years 3-6

Spelling Mastery in streamed groups is being taught 4 x per week (from Week 3 Term 1 2018))

Signals, pace, proficiency with Engagement Norms and efficient transitions are in place for Spelling Mastery lessons. (April 2018)

All staff are proficient in Spelling Mastery signal, pace and delivery. (Dec 2018)

Focus Area 1:

Develop effective instructional strategies and assessment practices.

Focus Area 2: Develop the conditions for learning

Initiative Milestones Review Comments

PBS

Behaviour expectations to be taught have been identified and the lesson timeline written. (Jan 2018)

Staff PL on the WHY of PBS has been conducted. (PL Day 2018)

PBS Matrix has been refined and updated. (July 2018)

Social/Emotional program has been selected. (July 2018)

New PBS Behaviour Matrix has been implemented . (Dec 2018)

ICT

Tech Leaders have been established for each year group. (Jan 2018)

NAPLAN online has been successfully completed (May 2018)

Technology has been integrated into classroom routines. (Dec 2018)

Success for

Every Child:

Individualised

planning

Plan for 2018 STRIVE has been completed. (Dec 2017)

Karen and Kasey JDFs have been clarified by Lee. (Dec 2017)

STRIVE has been successfully implemented for students PP-Year 4. (Dec 2018)

SN EAs have been upskilled in differentiated learning environment (Dec 2018)

IEPs have been written as per IEP flowchart. (March 2018)

All staff are using IEPs (March 2018)

Case conferences have been held for all students on IEPs (March 2018)

Success for

Every Child:

Inquiry

Classes

Inquiry class teachers have implemented basic KAGAN strategies (April 2018)

All Inquiry teachers are implementing STEM projects. (July 2018)

Inquiry class teachers have implemented advanced KAGAN strategies (Dec 2018)

All Inquiry teachers have collaborated across year levels. (Dec 2018)

Initiative Milestones Review Comments

Success for

Every Child:

Aboriginal

Girls’

Academy

AGA attendance plan has been developed and implemented. (April 2018)

AGA Curriculum has been finalised across the 5 Domains (Sept 2018)

The profile of the AGA has increased within the school and the community. (Nov 2018)

Drumbeat workshops have been delivered to AGA students. (Nov 2018)

AGA Curriculum has been reviewed. (Dec 2018)

CPELC

A one page Impact Statement has been developed for the CPELC (Feb 2018)

The Program Manual has been finalised. (Feb 2018)

Elevate Plan has been developed (March 2018)

Move and Groove plan has been developed (May 2018)

Website has been updated re CPELC (July 2018)

Parent Curriculum has been developed. (Dec 2018)

Good Standing

Good standing policy introduced to school community (Feb 2018)

Review Policy (May 2018)

Good standing policy has been developed, implemented and is embedded within communication to staff, children and parents (Dec 2018)

Focus Area 2: Develop the conditions for learning

Focus Area 3: Developing Leadership

Initiative Milestone Review Comments

Leadership—Professional

Learning

A Leadership PL Agenda has been developed for Term 1 2018. (Jan 2018)

A Leadership PL Agenda has been developed for each term. (April, July, Oct 2018)

Weekly leadership sessions commence by Week 3, Term 1

Level 3 Aspirants

and

Extended Leadership

Opportunities

Level 3 applications lodged by at least 3 teach-ers (May 2018)

Potential leaders for 2019 have been identified. (June 2018)

Potential leaders have received leadership

development. (Dec 2018)

Academic Coaches

Academic Coach JDF has been developed. (Jan 2018)

Academic Coaches have been effective in developing excellence in teaching/learning and engagement of students. (Dec 2018)

Year Six Student

Leadership

Student leaders selected (Dec 2017)

Students attend leadership excursion (March 2018)

Student leaders run school assemblies and welcome VIPs (July 2018)

Student leaders have an increased profile, responsibility and voice in the operations of the school (Dec 2018)

2017 Measures of Success – Student Improvement Targets

Year 3 Year 5 Whole School

Reading

80% over NMS

Reduce gap with State Mean

Increase % in top 20%

75% over NMS

Reduce gap with State Mean

Increase % in top 20%

75% of all children will achieve the relevant year level PM target

Spelling

80% over NMS

Reduce gap with State Mean

Increase % in top 20%

75% over NMS

Reduce gap with State Mean

Increase % in top 20%

Writing

85% over NMS

Reduce gap with Sate Mean

Increase % in top 20%

80% over NMS

Reduce gap with State Mean

Increase % in top 20%

Grammar and

Punctuation

80% over NMS

Reduce gap with State Mean

Increase % in top 20%

80% over NMS

Reduce gap with State Mean

Increase % in top 20%

Maths

80% over NMS

Reduce gap with State Mean

Increase % in top 20%

80% over NMS

Reduce gap with State Mean

Increase % in top 20%

Attendance

·Increase Regular attendance to 75% and decrease Indicated to 15%.

·Increase whole school attendance rate to 95%

·Increase the attendance rate of Aboriginal students to 90%

Behaviour

Increase percentage of children showing the Challis Way (no behaviour referrals)

Reduce the number of behaviour referrals

Year Meeting/

Term Report to Board Self- Assessments

2018

Term 1

Budget Approval

Yearly Targets

2017 School Report

2017 Attendance Data

Update on DPA

Term 2 Progress update on milestones in Challis in Focus 2018

Team Leader/Curriculum Coordinator Leadership Surveys

Term 3

Semester 1 Attendance Data

Leadership Review

Progress update on milestones in Challis in Focus 2018

Update on DPA

Formal Leadership Surveys PD Day Term 3

Parent and Staff Surveys

Term 4

Report on Performance: NAPLAN, PIPS, Other Targets

Report on Parent and Staff Survey

National Quality School Improvement Tool – PD Day Term 4

Self-assessment against Business Plan Strategic Intents and Targets

Term 1

2019

Term 2

Term 3

Term 4

Reporting the Challis Community Primary School Board

An Independent Public School