School Plan 2015 – 2017web2.lansvale-p.schools.nsw.edu.au/validation/assets/Lansvale Publi… · School Plan 2015 – 2017 MILESTONES . Inspire, challenge and empower students

School Plan 2015 – 2017

MILESTONES

Inspire, challenge and

empower students

Staff and leader learning

Authentic and inclusive partnerships for

learning

2016 Template B: V2.0 Lansvale Public School 5220

http://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://web2.lansvale-p.schools.nsw.edu.au/&ei=MlKXVO_mBpfd8AXh1oGoBw&bvm=bv.82001339,d.dGc&psig=AFQjCNEW9FJIeTlpPUeoyDd7ev7MmJkW6A&ust=1419289515600371

Strategic direction 1 MILESTONES: STUDENT LEARNING → Inspire, challenge and empower students.

Project leader: Off track Implementation delayed On track

2016 TERM 1 TERM 2 TERM 3 TERM 4

PROCESS MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM EVIDENCE

1. St

uden

ts a

re e

xpli

citl

y ta

ught

rea

ding

and

wri

ting

stra

tegi

es t

hat

will

ena

ble

the

m t

o ac

cess

and

p

rod

uce

a r

ang

e of

tex

ts

IL L

iter

acy

DP

Ly

ndse

y R

ay

*Identification of students at risk & those needing enrichment/acceleration through tracking of data (L3 PLAN, SMART, L&ST database) & in consultation with literacy & team leaders *Collaboratively establish stage focus areas based on student data *Identify staff professional learning needs Continuum Tracking completed (K-6)

*Liaise with and coach L3 and FOR trainers when leading PL & working in rooms with class teachers *Establish a visible data room to promote and track student growth against term targets *Model and design quality teaching practices to improve teacher instruction and student growth Continuum Tracking completed (K-6)

*Explicit training for parent helpers of literacy skills as part of PaTCH *Implement evidence based strategies to build teacher capacity- focusing on quality teaching/ learning environments, learning goals and feedback *All students articulating their learning goals and reflecting upon what they have achieved and ‘where to next’ Continuum Tracking completed (K-6)

*Build teacher capacity to enable all teachers to have a sound knowledge of the literacy continuum to influence planning cycles and targeted lessons *Closely monitor at risk students and liaise with LaST to implement tiered interventions to individualise student support *Teachers use feedback from lesson observations to refine their practice Continuum Tracking completed (K-6)

*Examine student growth data and reflect on the effect of current teaching practices *A variety of formative assessment techniques used to report on student progress Continuum Tracking completed (K-6)

*All teachers work collaboratively to develop new ideas for instruction and use feedback to refine and improve instructions *All teachers making clear links between the English syllabus and Literacy continuum to ensure all content is covered and student progress tracked Continuum Tracking completed (K-6)

*Open classrooms to showcase quality, differentiated learning environments to parents and neighbouring schools (COS) Continuum Tracking completed (K-6)

*Monitor the impact of practice and interventions on student literacy and numeracy learning K-6 *Reflect upon feedback and student growth data to set targeted goals for 2017 Continuum Tracking completed (K-6)

PLAN Data 20% improvement for students identified at risk / monitoring 10% growth of students from at expectation to above expectation

Focu

s on

Rea

din

g (J

enny

Op

aci

c)

Implementation of Phase 2 Module 1 (fluency) (3-6)

CRT develop a plan to teach fluency

Implementation of Phase 2 Module 2 (fluency / vocab) (3-6)

Implementation of Phase 2 Module 3 (vocab) (3-6)

CRT present action research project for evaluation

FoR survey shows 95% of teachers effectively implementing Super 6 strategies across all KLA

FoR survey Y5 NAPLAN Reading Growth from CRT action research presentations

Template B: V2.0 Lansvale Public School 5220

1. St

uden

ts a

re e

xpli

citl

y ta

ught

rea

ding

and

wri

ting

st

rate

gies

tha

t w

ill e

nabl

e th

em t

o a

cces

s and

pro

duc

e a

ra

nge

of

L3

AP

Tra

iner

(J

enna

Arz

ap

itia

n)

Support the Identification of students at risk & those needing enrichment/acceleration through tracking of data (L3 Data, PLAN, Reading levels, L&ST database) & in consultation with literacy & team leaders

Co-ordinate the collation of 5 weekly data in L3 across schools Ensure all L3 components of PLPs for Aboriginal students are created in consultation with teachers, L&ST & parents, & are embedded in class programs

Evidence of L3 strategies identified through Program Supervision

Evidence of L3 strategies identified through Lesson Observation

100% of ES1 / S1 CRT’s using L3 strategies in programming.

100% of S1 teachers complete L3 component 20% improvement of students identified at risk or monitoring form end ES1

Scho

ol R

epor

ting

(G

lenn

Hid

son)

2015 NOV Report Grades A-E for English collated

2015 NOV Report Grades A-E for English discussed @ CRT TPL

2016 JUNE Report Grades A-E for English collated

2016 JUNE Report Grades TPL linked with PLAN data for staff critical reflection

2016 JUNE Report Grades A-E for English discussed @ CRT TPL


Report Grades show 85% of students Sound or Above in Reading and Viewing (2015 - NOV - 78.71%)

Resources

Monitoring efficient and effective use of resources

FoR sessions 2hrs

L3 Funding

FoR sessions 2hrs

L3 Funding

Benchmark Kits

L3 Funding

FoR resources

L3 Funding

FoR sessions 2hrs

L3 Funding

FoR sessions 2hrs

L3 Funding

For Survey → Teachers / Students

Reviewed DoE 2016 (February)





2. S

tud

ents

pa

rtic

ipa

te in

da

ily n

umer

acy

sess

ions

tha

t st

rate

gica

lly f

ocu

s on

com

mu

nica

ting

, pro

ble

m

so

lvin

g, r

easo

ning

, und

erst

and

ing

and

flu

ency

.

TEN

(J

enny

To)

Support the Identification of students at risk & those needing enrichment/acceleration through tracking of PLAN data & in consultation with numeracy & team leaders

Complete TEN training P-2 staff on 14 modules. Co-ordinate the collation of 5 weekly data in TEN P-2 All teachers at LPS already joined to the TEN & TOWN Edomodo group

Supporting P-2 staff to implement TEN strategies through Dem lessons and team teaching Evidence of TEN strategies identified through Program Supervision, tracking walls and PLAN data

Supporting P-2 staff to implement TEN strategies through Dem lessons and team teaching Evidence of TEN strategies identified through Program Supervision, tracking walls and PLAN data

Evidence of TEN strategies identified through Program Supervision, tracking walls and PLAN data

Evidence of TEN strategies identified through Lesson Observation, tracking walls and PLAN data

Evidence of TEN strategies identified through Program Supervision, tracking walls and PLAN data

P-2 staff accredited with 20 registered hours for TEN

100% of P-2 Staff accredited 20% improvement of students identified at risk or monitoring form end ES1

Nu

mer

acy

Coa

ch

(Kim

Fra

ser)

Identification of students at risk & those needing enrichment / acceleration through tracking of data (TEN, PLAN, SMART, L&ST database) & in consultation with numeracy & team leaders

Liaise with and coach TEN trainer and numeracy team leader when leading PL & working in rooms with class teachers Establish a visible data room to promote and track student growth against term targets Parent workshop on numeracy strategies to support their child at home

Demonstration, team-teaching & programming of explicit, systematic & differentiated lessons for TOWN (Stage 2 teachers) Working with TEN trainer & numeracy team, build teacher capacity to enable all teachers to have a deep knowledge of the numeracy continuum to influence planning cycles and targeted lessons

Closely monitor at risk students and liaise with LaST to implement tiered interventions to individualise student support Stage 2 teachers use feedback from lesson observations to refine their practice Parent workshop on numeracy strategies to support their child at home

Examine student growth data and reflect on the effect of current teaching practices with stage teams Demonstration, team-teaching & programming of explicit, systematic & differentiated lessons for Stage 3 teachers

In collaboration with stage representatives on numeracy team, all teachers making clear links between the Mathematics syllabus and numeracy continuum to ensure all content is covered and student progress is tracked

Stage 3 teachers use feedback from lesson observations to refine their practice

100% stage 2 teachers implementing TOWN & tracking student progress through PLAN 100% K-2 teachers implementing TEN & tracking student progress through PLAN Reflect upon feedback and student growth data to set targeted goals for 2017

20% improvement of students identified at risk or monitoring form end ES1


2.

Stu

den

ts p

art

icip

ate

in d

aily

num

era

cy se

ssio

ns t

hat

stra

tegi

cally

focu

s on

com

mun

ica

ting

, pro

ble

m so

lvin

g, r

easo

ning

, und

erst

and

ing

and

flue

ncy.

St

aff

TP

L

Staff TPL NAPLAN analysis 2015

Staff TPL linked to PDP goals

Individual

Stage

School

TPL on PLAN Data progress



Collate TPL data for staff (minimum 10 hours individual specific TPL)

PLAN Data 20% improvement for students identified at risk / monitoring 10% growth of students from at expectation to above expectation

Num

era

cy

Con

tinu

um

Tra

ckin

g -

(PLA

N)

Continuum

Tracking completed (K-6) At Risk students identified

Continuum Tracking completed (K-6)

Continuum Tracking completed (K-6) Staff TPL linked with 2015 Report Grades

Continuum Tracking completed (K-6) At Risk / Working Beyond students identified


Continuum Tracking completed (K-6) Staff TPL linked with 2016 JUNE Report Grades


Scho

ol R

epor

ting

(G

lenn

Hid

son)

2015 NOV Report Grades A-E for Maths collated

2015 NOV Report Grades A-E for Maths discussed @ CRT TPL

2016 JUNE Report Grades A-E for Maths collated

2016 JUNE Report Grades TPL linked with PLAN data for staff critical reflection

2016 JUNE Report Grades A-E for Maths discussed @ CRT TPL


Grades show 85% of students Sound or Above in Number and Algebra (2015 - 80.57% ) 85% of K-2 Sound or higher tracked against all maths grades (2015 - 83.52% )

Resources







3. S

tud

ents

pa

rtic

ipa

te in

inno

vati

ve p

rogr

am

s th

at

exp

licit

ly t

each

the

gen

era

l ca

pa

bili

ties

.

ICT

Fra

mew

ork

(i

Sha

reC

os)

Future Schools Conference attended by representatives of all schools Critical Friend sourced School showcase sharing best practice

Schools host theory/hands on observations/ resources Sharing project sessions on practical applications – linked to the Capability Learning Continuum ICT project (Unit writing commences in all schools) PDP goal linked to technology

Friday/Monday (Leeton) 2 Schools Week 2/3 School showcase sharing best practice

Wk 9/10 Visit to Parkview PS (Leeton) Market Day style TPL including Community of Schools across Leeton

Sharing/ evaluating Rubrics School showcase sharing best practice

Planning Meeting to discuss presentation @ 2017 Innovation Conference Jointly written article about iShare’CoS Sharing / evaluating Rubrics

School showcase sharing best practice Video evidence uploaded to AITSL website ALL staff complete exit survey (SKOLE) School showcase sharing best practice

100% of staff have an awareness of the ICT capability framework Teaching and learning programs embed the general capabilities to assist students to become successful 21st century learners. All students to make significant gains on the ICT capability learning continuum.

Present @ 2017 Innovation Conference SKOLE Survey shows 20% improvement

SOLE

SOLE sessions taught on a fortnightly basis for Stages 2&3

Mentoring TPL provided for all new staff

SOLE Sessions provide TPL for outside staff

Evidence of SOLE strategies identified through Program Supervision

100% of Stage 2 & 3 teachers incorporating SOLE into lessons

BY

OD

(Mel

issa

)

9xBYOD classes supported

Survey staff – BYOD class interest 2017

Parent info sessions / parent - student contracts completed prior to 2017

Evaluate BYOD success through student / parent survey

Student Survey shows 90% success

Cre

ati

on

Sta

tion

Scope of works completed

TPL provided on MovieMaker etc

Room opens for students


Strategic direction 2: Implementation and progress monitoring → Staff and Leader Learning

Project leaders: Melanie Macmillan Off track Implementation delayed On track



1. St

aff

ha

s and

are

sup

por

ted

to

gain

a c

lea

r un

der

sta

ndin

g of

the

acc

red

ita

tion

pro

cess

in li

ne

wit

h th

e na

tion

al t

each

ing

sta

nda

rds w

hich

are

use

d in

the

Per

form

anc

e a

nd D

evel

opm

ent

Fra

mew

ork

Per

form

anc

e &

Dev

elop

men

t Fr

amew

ork

School based executive form for program supervision updated.

Teachers complete PDP in line with national teaching standards in consultation with supervisor linking to School Milestones.

PL for APs on professional growth through observation

PDP Goals linked to School Plan / Milestones

PDP Professional Learning / Evidence sections completed

Class observations completed by Supervisors

Teachers review PDP including the addition of evidence collected to support set goals

PDP Implement / Review sections completed

Class observations completed by Supervisors

Review of PDP with supervisor

Sign off on PDF

PDP Annual Review section completed

90% of all goals set were achieved.

100% of PDP’s link to National Standards.

Tea

cher

Acc

red

ita

tion

Men

tor

(Eri

n El

ling

ton

/ Gle

nn H

idso

n) Beginning Teacher

Survey to establish level of accreditation amongst permanent and temporary staff.

Teacher Accreditation Mentor to establish groups for teachers working towards Accreditation at Proficient level and maintaining accreditation.

PL provided by Teacher mentor on accreditation processes.

Targeted PL for groups at varying levels of accreditation process (fortnightly for teachers working towards accreditation and twice a term for teachers maintaining).

Targeted PL for groups at varying levels of accreditation process.




Accreditation complete and submitted for checking (for required staff)

All staff required to finalise accreditation in 2016 have submitted their report.

Survey to evaluate effectiveness of targeted beginning teacher groups.

Survey teachers maintaining accreditation to establish number of hours logged and evaluated.

Ind

ivid

uali

sed

TP

L

TPL Calendar linked to PDP goals and staff / school needs

Lesson Study (Y4) used for TPL quality teaching

TPL Calendar linked to PDF goals and staff / school needs

Lesson Study (P-6) used for TPL quality teaching


Areas of Improvement identified by teachers collated and used to plan supplementary TPL


Collation of staff TPL in school / external against PDP goals

Resources

Monitoring efficient and effective use of

Release days @$500 per APs for PDF Annual Review

Release days @$3000

Release days @$500 per APs for PDP Annual Review


resources





2. L

ead

ers a

nd a

spiri

ng le

ader

s pa

rtic

ipa

te in

pro

fess

iona

l lea

rnin

g, m

ento

ring

and

coa

chin

g to

b

uild

ca

pa

city

Asp

irin

g Le

ad

ers

Aspiring leaders appointed through EOI.

Aspiring Leaders write Milestones for designated School Plan focus

Aspiring leaders check in with Snr Exec on progress




Aspiring leaders evaluate goals set / achieved against MILESTONE responsibilities.

Inst

ruct

iona

l Rou

nds

BC

Q’C

os

Lesson Study TPL for all schools at Smithfield RSL

Lesson Study occurs

Lesson Study occurs for all COS

Lesson Study (P-6) offered for TPL quality teaching



iRounds @ Lansvale PS


Schools Showcase presenting Weebly as a final product

Instructional Rounds evaluated

PB

L

Staff TPL on SENTRAL for consistent tracking of student well-being

PBL lessons to revise School Rules & Expectations

Launch Day for PBL to introduce PBL to students and community

Program checklist collection

PBL Training – ALL staff

NEW staff TPL on SENTRAL entries

Monitor that teachers are giving out tokens in the classroom and on the playground

Monitor use of orange book

PBL leaders feedback to staff on critical incidents

Monitor student achievement of PBL on a whole class system

Tell Them From Me Survey

Critical incidents (173 in 2015) decreased by 10%

80% of staff using PBL language on the playground

80% of students know what PROUD means

Gold achievement celebration

Resources



Annual Milestone





3. S

taff

act

ivel

y se

ek a

nd a

re p

rovi

ded

wit

h in

divi

dua

lise

d a

nd t

arg

eted

pro

fess

iona

l lea

rnin

g op

por

tuni

ties

to

bui

ld q

ualit

y te

ach

ing

pra

ctic

e.

L3

Jenn

a A

zap

itia

n

Teachers start training in targeted L3 workshop.

S1 participating in L3

Submit Data


Teachers completed preliminary tasks for targeted L3 workshop

Submit Data


S1 CRT complete mandatory requirements for L3

Submit Data

ALL S1 teachers successfully complete L3 training.

Submit Data

L3 (

ES1

OP

L)

Elly

n B

reue

r

Teachers continue training in targeted L3 (ES1 OPL) workshop.

ES1 participating in L3 (ES1)

1X in class observation

Submit Data

ES1 participating in L3 (ES1)

Submit Data

Teachers completed preliminary tasks for targeted L3 (ES1) workshop

L3 OPL workshop

Submit Data

1X in class observation

ES1 CRT complete mandatory requirements for L3

ALL ES1 teachers successfully complete L3 OPL training.

Focu

s on

Rea

din

g

Implementation of Phase 2 Module 1 (fluency) (3-6)

CRT develop a plan to teach fluency

Implementation of Phase 2 Module 2 (fluency / vocab) (3-6)

Implementation of Phase 2 Module 3 (vocab) (3-6)

CRT present action research project for evaluation

FoR survey shows 95% of teachers effectively implementing Super 6 strategies across all KLA

FoR survey Y5 NAPLAN Reading Growth from CRT action research presentations

ICT

ICT mentor group established

STEAM team created

Spirals of Inquiry of

PL on authentic use of technology across the curriculum – personalised groups for meeting student needs.

PL on authentic use of technology across the curriculum Survey staff on ICT across the curriculum.

PL data collected for ASR

SKOLE survey show improvement from entry data


STEAM 2-6






3. S

taff

act

ivel

y se

ek a

nd a

re p

rovi

ded

wit

h in

divi

dua

lise

d a

nd

targ

eted

pro

fess

iona

l lea

rnin

g op

por

tuni

ties

to

bui

ld q

ualit

y te

ach

ing

pra

ctic

e.

ICT

Fra

mew

ork

(i

Sha

reC

os)

Future Schools Conference attended by representatives ofiShare’Cos Critical Friend sourced School showcase sharing best practice

Schools host theory/hands on observations/ resources Sharing project sessions on practical applications – linked to the Capability Learning Continuum ICT project (Unit writing commences in all schools) P-6 PDP goal linked to technology

Friday/Monday (Leeton) 2 Schools Week 2/3 School showcase sharing best practice

Wk 9/10 Visit to Parkview PS (Leeton) Market Day style TPL including Community of Schools across Leeton

Sharing/ evaluating Rubrics SEESAW sharing TPL School showcase sharing best practice

Planning Meeting to discuss presentation @ 2017 Innovation Conference Jointly written article about iShare’CoS Sharing / evaluating Rubrics

School showcase sharing best practice Video evidence uploaded to AITSL website ALL staff complete exit survey (SKOLE) School showcase sharing best practice

100% of staff have an awareness of the ICT capability framework Teaching and learning programs embed the general capabilities to assist students to become successful 21st century learners. All students to make significant gains on the ICT capability learning continuum.

Present @ 2017 Innovation Conference SKOLE Survey shows 20% improvement

Resources


$1600 x5 for L3

FoR Expenditure commitment

Approx. $50,00

5x$500 release days for L3





Annual Milestone


Strategic direction 3: Implementation and progress monitoring → Authentic and inclusive partnerships for learning.

Project leaders: Off track Implementation delayed On track



1. P

are

nts

und

erst

and

, acc

ess

and

va

lue

the

vari

ety

of s

up

por

t st

ruct

ure

s a

vaila

ble

to t

hem

b

oth

at

scho

ol a

nd b

eyon

d (

Spee

ch t

hera

pist

, O

T,C

LOs,

SaC

C, S

LSO

, su

pp

ort

tea

cher

s)

Pa

rent

Invo

lvem

ent

Meet the teacher BBQ

Ongoing explanations of support personnel through school newsletter and school APP

Community Resources Expo

Trial 3-Way interviews for Stage 3

Update of web site to include job descriptions of support personnel

Parent Teacher interviews

Extend 3-Way interviews for Stage 3

Annual Milestone

Collect data on parent involvement

2. S

tud

ent

educ

ati

onal

pro

gra

ms a

re s

up

por

ted

by

pro

vid

ing

pa

rent

s/ca

rers

wit

h a

bro

ad

ra

nge

of le

arn

ing

opp

ortu

niti

es.

(Eng

lish

cla

sses

, Pa

rent

wor

ksh

ops,

Hom

ewor

k C

entr

e, P

lay

grou

p)

SaC

C P

rogr

am

s / P

are

nt S

upp

ort

NAPLAN in-service for parents → (Figures collected on attendance)

NAPLAN in-service for parents

Parent Participation numbers collated

SaCC and CLO coordinate a range of on-site parenting programs to encourage parent participation

SaCC to report on programs run with participation numbers

Parents surveyed for future needs

Program Evaluated and report to Exec by SACC

Over 20 individual PL opportunities provided for our community

Parent participation numbers collated for 2016.

Homework Centre / Playgroup commences

Participation numbers collated for 2016.


Strategic direction 3: Implementation and progress monitoring → Authentic and inclusive partnerships for learning.

Project leaders: Off track Implementation delayed On track



3. S

taff

pa

rtic

ipa

te in

and

dev

elop

pos

itiv

e re

lati

onsh

ips /

pa

rtne

rshi

ps w

ith

a v

ari

ety

of n

etw

orks

in t

he w

ider

sc

hool

com

mun

ity.

(W

ood

ville

Com

mun

ity,

Da

ysta

r, C

OS@

Lea

d, C

oS, V

ale

gro

up o

f sch

ools,

UW

S)

PA

TCH

Nei

lsen

Bud

dy

Pro

gra

m

Nielsen Company Stage 3 Literacy Buddies

Nielsen Company provide Stage 3 Literacy Buddies with a funded One day excursion and Nielsen Global Impact Day K-6

Nielsen Company to provide Xmas party for Stage 3

Feedback sought by Exec

Spee

ch

South West Clinic partnership Speech / OT

Speech Therapist employed 2X days per week

Review ‘Gift of Speech’ numbers

Identify students for follow up in 2017

15 students access program in 2016

Com

mun

ity

Pa

rtne

rshi

ps Staff initiate joint

learning with local schools where appropriate

School TPL targeting local community resources (1X per semester minimum)

School TPL targeting local community resources (1X per semester minimum)

Collate staff numbers involved in shared practices

Da

ysta

r Daystar Breakfast Club continued


Resources


$100 meeting expenses

$500 BBQ

$100 meeting expenses $100 meeting expenses Cost of catering + venue $TBA

$100 meeting expenses

Key funding initiatives: progress monitoring of initiatives, impact and resources

Off track Implementation delayed On track


KEY INITIATIVES MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM

1. Aboriginal background funding

Employment of an SLSO to support students on the Norta Norta Learning Assistance

Annual Milestone 80% of Aboriginal students meeting stage outcomes.

Evaluation processes and impact assessment

Review of Pathways with updated implementation




Resources ($ value)

$5,536.00 + Equity Aborginal funding $6,238.00 = $11,774.00

2.English language proficiency funding

2.0 EAL/D Allocation

Purchase of EALD resources

Purchase of EALD resources

Annual Milestone



Resources ($ value)

$201,002.00 + Flexible funding $2,198.00

+ Flexible funding $2,000.00



3. Socio-economic background funding

Employment of:

-0.6 Schools as Communities Coordinator (SaCC)

-2 x CLOS 0.2 each

-0.2 Bilingual SLSO

-Technology Paraprofessional

-Speech Pathologist 0.3

-Occupational Therapist 0.2

Employment of:

-5 x casuals for Stage Planning to release teachers to plan together

Employment of:


Employment of:


Annual Milestone


LST Meetings/feedback

Community meetings/feedback











Recommendations for 2016

Resources ($ value)

Total equity funding = $719.868.00

$2,500.00 $2,500.00 $2,500.00

4. Low level adjustment for disability funding

-2.0 x SLSO (2.0 Learning Assistance)

NCCD Funding used for TPL / Interviews with CRTs ($6,000)

Annual Milestone



Feedback about student progress on IEPs




Resources ($ value)

Learning and Support Flexible Funding = $61,239.00



5. Support for beginning teachers

2 release days per term.



Annual Milestone


Resources ($ value)

$3856.75

6. Other key school operational area (optional)

Annual Milestone


Resources ($ value)





Annual Milestone


Resources ($ value)


Annual Milestone


Resources ($ value)


Documents

School Plan 2015 – 2017web2.lansvale-p.schools.nsw.edu.au/validation/assets/Lansvale Publi… · School Plan 2015 – 2017 MILESTONES . Inspire, challenge and empower students