AIP

Strategic Intent

Goals

Targets

One Year Targets

Student Learning

To improve student literacy and numeracy performance in all students.

Provide each student the opportunity to optimise their achievements, fully develop their creativity and pursue excellence through personalised learning based on an understanding of their individual needs (PLUS program).

100% of deemed capable students at or above relevant VELS levels as measured by testing, relevant to Hub.

100% of NAPLAN performance to be at the benchmark level or above.

Maintain and improve Teacher Effectiveness, Stimulating Learning and Learning Confidence areas to 90% or higher of the Student Attitudes to School Survey.

Each of the P-4, 5-8 and 9/10 Hubs to establish targets according to a four year plan with specific targets to be documented annually. Use of NAPLAN, On Demand, teacher observations, Early Years observation data.

Student Engagement and Wellbeing

To improve student connectedness to school and active engagement with school.

To sustain the current level of student attendance and increase it by 2012.

To improve punctuality to school and classes on a daily basis.

Parent Survey – Student Engagement – increase to 90%

Staff Survey – Student Motivation and Orientation – increase to 90%

Student Survey – School Connectedness, Safety and Teacher Empathy - increase to 90%, notably within the Year 5/6 cohort

Maintain and improve to 90% across these areas in the three surveys.

To maintain student attendance at 90% and increase to 95 % by 2012

To increase Punctuality to class and to school to 90% and improve to 95%by 2012

Each of the P-4, 5-8 and 9/10 Hubs to establish targets according to a four year plan with specific targets to be documented annually.

Student Pathways and Transitions

To improve students induction into the College, ensure seamless progress through the College and improve transition into further education, training and employment.

P -8

Induction & Promotion

· 100% of new students will undergo a process of induction (encompassing an interview, testing and buddy program) prior to entry into the College.

· To increase successful induction into P-8 and transition to Year 9 to 90% by 2012.

Transition through

· To increase the real retention rate for years P-10 to a minimum of 90% in 2012.

· To maintain parental satisfaction with transition as per the 2008 Parent Survey.

9-10

· 100% of yr 10 students and ‘at risk’ yr 9 students to have an identified individual pathway.

Exit

· 100% of all exit students, 15 yrs and older, tracked and followed up on exit and 6 months after their departure.

100% of Yr 10 students to transition into the Lakeside Secondary College joint VCE, VET and VCAL program or to other further education, training or full time employment.

Each of the P-4, 5-8 and 9/10 Hubs to establish targets according to a four year plan with specific targets to be documented annually.

Strategic Intent P-4 HUB

Goals

Targets

One Year Targets

Student Learning

To improve student literacy and numeracy performance in all students.

100% of deemed capable students at or above relevant VELS levels as measured by testing, relevant to Hub.

100% of NAPLAN performance to be at the benchmark level or above.

Maintain and improve Teacher Effectiveness, Stimulating Learning and Learning Confidence areas to 90% or higher of the Student Attitudes to School Survey.

All Preps to be at or above VELS level 1 for literacy or numeracy

All year 1’s to be at or above VELS level 1.5 for literacy or numeracy

All year 2 to be at or above VELS level 2 for literacy or numeracy

All year 3 to be at or above VELS level 2.5 for literacy or numeracy

All year 4 to be at or above VELS level 3 for literacy or numeracy

All deemed capable year 3 students to be at or above the NAPLAN benchmark

Create/Adapt a Student Survey to evaluate student response to their learning environment

Student Engagement and Wellbeing

To improve student connectedness to school and active engagement with school.

To sustain the current level of student attendance and increase it by 2012.

To improve punctuality to school and classes on a daily basis.

Parent Survey – Student Engagement – increase to 90%

Staff Survey – Student Motivation and Orientation – increase to 90%

Student Survey – School Connectedness, Safety and Teacher Empathy - increase to 90%, notably within the Year 5/6 cohort

Maintain and improve to 90% across these areas in the three surveys.

To maintain student attendance at 90% and increase to 95 % by 2012

To increase Punctuality to class and to school to 90% and improve to 95%by 2012

To invite parents into the classroom to encourage ‘connectedness’ to their children’s learning environment

To improve communication through our created student survey and P-4 notices

To continue building positive relationships between teachers and parents

Through P-4 newsletters, reinforce the importance of attendance to education, (IT IS NOT OKAY TO BE AWAY)

Outstanding punctuality to be monitored and followed up through co-ordinators and parents

Student Pathways and Transitions

To improve students induction into the College, ensure seamless progress through the College and improve transition into further education, training and employment

P -8

Induction & Promotion

· 100% of new students will undergo a process of induction (encompassing an interview, testing and buddy program) prior to entry into the College.

· To increase successful induction into P-8 and transition to Year 9 to 90% by 2012.

Transition through

· To increase the real retention rate for years P-10 to a minimum of 90% in 2012.

· To maintain parental satisfaction with transition as per the 2008 Parent Survey.

9-10

· 100% of yr 10 students and ‘at risk’ yr 9 students to have an identified individual pathway.

Exit

· 100% of all exit students, 15 yrs and older, tracked and followed up on exit and 6 months after their departure.

100% of Yr 10 students to transition into the Lakeside Secondary College joint VCE, VET and VCAL program or to other further education, training or full time employment

Class leaders to look after new students on day 1

To invite new students in for ½ a day prior to starting

To continue interview / tour program through HUB leaders with follow-up as required

HUB Leaders / P-10 Transition to follow-up re retention

P-4 HUB leader to meet with parents regularly in the first 50 mins of the day

Invite parents into our Social / Learning HUB and our P-4 HUB

Implementation – School Level P-4 HUB

Key Improvement Strategies and Significant Projects	What (Actions) the activities and programs required to progress the key improvement strategies	How (Resources) the budget, equipment, IT, learning time, learning space	Who the individuals or teams responsible for implementation	When the date, week, month or term for completion	Achievement milestones the changes in practice or behaviours
Student Learning Ensure a shared understanding of the college vision and values, and interpret what it means for teaching practice and behaviours. Develop whole school curriculum that is increasingly more relevant to students’ needs, backgrounds and experiences. Increase teacher knowledge about high quality instruction, and improve each teacher’s capacity and confidence to translate it into practice. Implement literacy teaching strategies in all classrooms across the curriculum.	Administer a modified student survey created by the Hub Team Create verbal &/or written survey for P-4 students to measure their connectedness to teaching and learning and the school environment Implement an action research approach to implement PLUS1 and PLUS2 Continue Early Years practice Plan regular opportunities for staff to be exposed to PoLT and to reflect on the extent to which college practice is aligned to PoLT, especially Principle 4 – thinking skills [link to VELS Thinking Processes domain Embed ICT as an integral element in classroom practice Use evidence-based, valid and consistent judgments through ‘moderation’ Staff to understand and use the Maths and English Continuums on VELS dimensions Review outcomes of actions at end of year to plan future actions	Purchase updated listening posts Develop and resource the P-4 Music room and program Purchase new 3/4 literacy resources Improved student engagement in literacy through new classroom learning resources	P-4 HUB Team	Term 1	All teachers will engage students in ICT through use of interactive whiteboards All teachers to practice moving into digital format via the portal All staff to understand and use the Maths and English Continuums on VELS dimensions All teachers will use assessment ‘for’, ‘of’ and ‘as’ learning
Student Engagement & Wellbeing Ensure a shared understanding of the college vision and values, and interpret what it means for teaching practice and behaviours Increase teacher knowledge about high quality instruction, and improve each teacher’s capacity and confidence to translate it into practice Implement literacy teaching strategies in all classrooms across the curriculum Effectively use data within the P-4 Hub to monitor student engagement in learning and their wellbeing	Planned opportunities to strengthen connectedness of parents in their children’s learning Implement “Connectedness Programs’ for identified groups Expand opportunities for students to undertake meaningful leadership roles Develop specific skills for teachers to use in the management of challenging behaviour. Review outcomes of actions at end of year to plan future actions	Continue working with professional support staff to address challenging behaviour Implementation of PATHS program	P-4 HUB Team PATHS co-ordinator Professional Support Staff	Whole year	All teachers to use consistent approach with student management to improve behaviour of challenging students. All teachers to consistently enforce to the Code of Co-operation. All teachers to continue inviting parents into classroom to increase parent involvement in the school and improve results in the Parent Opinion Survey All teachers will adopt the PATHS program
Student Pathways & Transition… Ensure a shared understanding of the college vision and values, and interpret what it means for teaching practice and behaviours Develop whole school curriculum that is increasingly more relevant to students’ needs, backgrounds and experiences Increase teacher knowledge about high quality instruction, and improve each teacher’s capacity and confidence to translate it into practice Implement literacy teaching strategies in all classrooms across the curriculum.	Develop a clear plan of agreed “handover protocols”, to support the transition of students from one year level to the next, including sharing of information and reports [better use of data]. Regularly review cohort growth as students move through the school Implement digital portfolios that will help to track student progress across a range of areas Conduct systematic student focus groups to assist in closer monitoring of the effectiveness of transition as students progress from one class to the next Actively promote the achievements and exit destinations of Merrilands students Review outcomes of actions at end of year to plan future actions	P-4 staff and outside visiting speaker presentations to support parent s connecting to student learning PLUS 2 program Digital platform Digital portfolios	P-4 Team Outside visitors Pathways & Transition Leader (Sam Prow)	Whole year	All teachers will involve students and parents in the evaluation / assessment of their student’s learning, through the PLUS 2 program, creating ownership and pride All teachers will, via interviews, increase information to parents about student’s abilities through the PLUS program. All teachers will collect and collate student progress data in a digital format via the ‘portal’ All teachers will adapt a variety of activities to different groups of children with different abilities

Key Improvement Strategies

and Significant Projects

What

(Actions)
the activities and programs required to progress the key improvement strategies

How

(Resources)
the budget, equipment, IT, learning time, learning space

Who
the individuals or teams responsible for implementation

When
the date, week, month or term for completion

Achievement milestones
the changes in practice or behaviours

Student Learning

Ensure a shared understanding of the college vision and values, and interpret what it means for teaching practice and behaviours.

Develop whole school curriculum that is increasingly more relevant to students’ needs, backgrounds and experiences.

Increase teacher knowledge about high quality instruction, and improve each teacher’s capacity and confidence to translate it into practice.

Implement literacy teaching strategies in all classrooms across the curriculum.

Administer a modified student survey created by the Hub Team

Create verbal &/or written survey for P-4 students to measure their connectedness to teaching and learning and the school environment

Implement an action research approach to implement PLUS1 and PLUS2

Continue Early Years practice

Plan regular opportunities for staff to be exposed to PoLT and to reflect on the extent to which college practice is aligned to PoLT, especially Principle 4 – thinking skills [link to VELS Thinking Processes domain

Embed ICT as an integral element in classroom practice

Use evidence-based, valid and consistent judgments through ‘moderation’

Staff to understand and use the Maths and English Continuums on VELS dimensions

Review outcomes of actions at end of year to plan future actions

Purchase updated listening posts

Develop and resource the P-4 Music room and program

Purchase new 3/4 literacy resources

Improved student engagement in literacy through new classroom learning resources

P-4 HUB Team

Term 1

All teachers will engage students in ICT through use of interactive whiteboards

All teachers to practice moving into digital format via the portal

All staff to understand and use the Maths and English Continuums on VELS dimensions

All teachers will use assessment ‘for’, ‘of’ and ‘as’ learning

Student Engagement & Wellbeing

Ensure a shared understanding of the college vision and values, and interpret what it means for teaching practice and behaviours

Increase teacher knowledge about high quality instruction, and improve each teacher’s capacity and confidence to translate it into practice

Implement literacy teaching strategies in all classrooms across the curriculum

Effectively use data within the P-4 Hub to monitor student engagement in learning and their wellbeing

Planned opportunities to strengthen connectedness of parents in their children’s learning

Implement “Connectedness Programs’ for identified groups

Expand opportunities for students to undertake meaningful leadership roles

Develop specific skills for teachers to use in the management of challenging behaviour.

Review outcomes of actions at end of year to plan future actions

Continue working with professional support staff to address challenging behaviour

Implementation of PATHS program

P-4 HUB Team

PATHS co-ordinator

Professional Support Staff

Whole year

All teachers to use consistent approach with student management to improve behaviour of challenging students.

All teachers to consistently enforce to the Code of Co-operation.

All teachers to continue inviting parents into classroom to increase parent involvement in the school and improve results in the Parent Opinion Survey

All teachers will adopt the PATHS program

Student Pathways & Transition…

Ensure a shared understanding of the college vision and values, and interpret what it means for teaching practice and behaviours

Develop whole school curriculum that is increasingly more relevant to students’ needs, backgrounds and experiences

Increase teacher knowledge about high quality instruction, and improve each teacher’s capacity and confidence to translate it into practice

Implement literacy teaching strategies in all classrooms across the curriculum.

Develop a clear plan of agreed “handover protocols”, to support the transition of students from one year level to the next, including sharing of information and reports [better use of data].

Regularly review cohort growth as students move through the school

Implement digital portfolios that will help to track student progress across a range of areas

Conduct systematic student focus groups to assist in closer monitoring of the effectiveness of transition as students progress from one class to the next

Actively promote the achievements and exit destinations of Merrilands students

Review outcomes of actions at end of year to plan future actions

P-4 staff and outside visiting speaker presentations to support parent s connecting to student learning

PLUS 2 program

Digital platform

Digital portfolios

P-4 Team

Outside visitors

Pathways & Transition Leader (Sam Prow)

Whole year

All teachers will involve students and parents in the evaluation / assessment of their student’s learning, through the PLUS 2 program, creating ownership and pride

All teachers will, via interviews, increase information to parents about student’s abilities through the PLUS program.

All teachers will collect and collate student progress data in a digital format via the ‘portal’

All teachers will adapt a variety of activities to different groups of children with different abilities

Strategic Intent 5-8 Hub

Goals

Targets

One Year Targets

Student Learning

To improve student literacy and numeracy performance in all students.

100% of deemed capable students at or above relevant VELS levels as measured by testing, relevant to Hub.

100% of NAPLAN performance to be at the benchmark level or above.

Maintain and improve Teacher Effectiveness, Stimulating Learning and Learning Confidence areas to 90% or higher of the Student Attitudes to School Survey.

To administer online testing in February and October for all students

Continue Adaptive Testing as per the 2008 schedule and include linear tests for all students in May and August

All teachers using John Munro strategies in their teaching

All Years 5, 7 & 9 students to undertake preparation for NAPLAN narrative writing in test conditions

All parents involved in setting learning goals and targets for their children through the PLUS 2 documents

Develop Integrated units of work (Term 1, Positive Body Image)

Student Engagement and Wellbeing

To improve student connectedness to school and active engagement with school.

To sustain the current level of student attendance and increase it by 2012.

To improve punctuality to school and classes on a daily basis.

Parent Survey – Student Engagement – increase to 90%

Staff Survey – Student Motivation and Orientation – increase to 90%

Student Survey – School Connectedness, Safety and Teacher Empathy - increase to 90%, notably within the Year 5/6 cohort

Maintain and improve to 90% across these areas in the three surveys.

To maintain student attendance at 90% and increase to 95 % by 2012

To increase Punctuality to class and to school to 90% and improve to 95%by 2012

Establish End of Term/Semester showcase program for student work (Go For Your Life, Positive Body Image, Arts, Foods, Fashion)

Redesign indoor and outdoor space according to student usage needs in collaboration with Student Leadership

Conduct Homework Club for all students with less than 92% attendance

Establish reward and recognition program for good attendance via hallway graph, individual incentives, class competitions and whole class rewards

Implement new bell system and consistent consequences to enforce and improve punctuality

Implement program of community service for students to improve and maintain the yard and school grounds

Student Pathways and Transitions

To improve students induction into the College, ensure seamless progress through the College and improve transition into further education, training and employment.

P -8

Induction & Promotion

· 100% of new students will undergo a process of induction (encompassing an interview, testing and buddy program) prior to entry into the College.

· To increase successful induction into P-8 and transition to Year 9 to 90% by 2012.

Transition through

· To increase the real retention rate for years P-10 to a minimum of 90% in 2012.

· To maintain parental satisfaction with transition as per the 2008 Parent Survey.

9-10

· 100% of yr 10 students and ‘at risk’ yr 9 students to have an identified individual pathway.

Exit

· 100% of all exit students, 15 yrs and older, tracked and followed up on exit and 6 months after their departure.

100% of Yr 10 students to transition into the Lakeside Secondary College joint VCE, VET and VCAL program or to other further education, training or full time employment.

Establish extension and enrichment programs for students to reward and encourage high achievement (Debating)

Establish Buddy Support program for all new student induction using Student Leaders

All parent, student and teacher interviews to use and further develop PLUS 1 and PLUS 2 documents for each student

Implementation 5-8

Key Improvement Strategies and Significant Projects	What (Actions) the activities and programs required to progress the key improvement strategies	How (Resources) the budget, equipment, IT, learning time, learning space	Who the individuals or teams responsible for implementation	When the date, week, month or term for completion	Achievement milestones the changes in practice or behaviours
Student Learning Develop whole school curriculum that is increasingly more relevant to students’ needs, backgrounds and experiences Increase teacher knowledge about high quality instruction, and improve each teacher’s capacity and confidence to translate it into practice Implement literacy teaching strategies in all classrooms across the curriculum Improve the capacity of the college and individual teachers to use data to plan teaching and learning programs. Improve Numeracy teaching strategies Improve student outcomes through integrated units of work	Implement numeracy teaching strategies through Maths KLA from AIZ Review the organisational structure of the college to better support learning outcomes Action planning for the ongoing implementation of AIZ Implement PLUS1 and PLUS2 Develop consistent assessment methods across all KLA and year levels Embed John Munro’s 7 High Reliability strategies in all classes Expand the use and analysis of online testing Interweave VELS domains through the design and delivery of an integrated curriculum Review outcomes of actions at end of year to plan future actions	Computer labs Updates to CASES Mon/Wed meetings Ongoing update of computer resources for practising Classroom activities Seek Special Grant Teacher planning and curriculum documentation PD for staff	Kate Berry to administer testing each class teacher to schedule tests and analyse test results Kate Berry and class teachers LaTrobe University Tsari Karhanda Fashion; Michelle Vangelov Foods; Lynne Oliver Arts; Kelly Burrows H&PE; Kate Berry & Paul Johnson English; Kerry Bowler & Chris Hampton Celebration	Throughout Term 2 Start of Term 2 April in preparation for May Terms 1&2	All teachers using testing to monitor and plan student progress and analysing test results by individual student and cohort groups Portal hosting practice tests for access and use by all teachers All teachers teaching narrative writing using a collaborative approach to teaching and learning All teachers using assessment for, as and of learning All listed staff to complete Integrated Curriculum Study in collaboration and teach using the Study and then review its effectiveness All staff will include PoLT principles in scope and sequence documents for Semester 2 All staff will write up and use the agreed 2009 curriculum documentation format All staff will implement ICT strategies as per the ePlan.
Student Engagement & Wellbeing Build leadership capacity at all levels in the college, ensuring that it is directed towards improved student outcomes and improving teacher practice Develop whole school curriculum that is increasingly more relevant to students’ needs, backgrounds and experiences Improve the capacity of the college and individual teachers to use data to plan teaching and learning programs Ensure a shared understanding of the college vision and values, and interpret what it means for teaching practice and behaviours. Enhance student voice, particularly in terms of setting and monitoring their own learning goals	Planned opportunities to strengthen connectedness of parents in their children’s learning Increased opportunities for students in the planning/design of the curriculum to drive student-centered learning e.g. the planning of special projects Connectedness programs for identified groups Expand opportunities for students to undertake meaningful leadership roles Increased opportunities for students in the planning/design of the curriculum to drive student-centered learning e.g. the planning of special projects Specific skills development for teachers in the management of challenging behaviour Continue to support and monitor Homework Club Review outcomes of actions at end of year to plan future actions	Equipment loans system using student ID cards Purchase Equipment Year 7 Mathematics class activity	All 5-8 Hub teachers from Hub staff room under the direction of Kelly Burrows Joe Vinci and Mathematics class	Week 2, Term 1 Week 2, Term 1	All teachers engage with students to promote and conduct activities during recess and lunchtimes Joe Vinci modelling active learning and numeracy strategies for all teachers All staff to have curriculum documentation that reflects the needs and backgrounds of all students as per testing analysis and Multiple Intelligence surveys All staff to refer to PLUS 1 document for curriculum development All teachers to assist students to plan special projects (Positive Body Image) with student input for celebration All teachers refer to the student developed Code of Co-operation for student management issues All teachers incorporate the Code of Co-operation into curriculum activities
Student Pathways & Transitions Appointment of an attendance officer to overview the implementation and analysis of the Students at risk- SAR Mapping tool, attendance and punctuality within the College Develop a comprehensive Pathways program which provides students with an awareness of and access to a wide variety of vocational pathways and experiences through attending guest speakers sessions, career expo events and excursions to both industry and tertiary sites Use of the PLUS program for tracking data.	Use the PLUS 1, 2 & 3 Programs for all students Implement a clear plan of agreed “handover” protocols to support the transition of students from one year level to the next and new enrolments, including sharing of information and reports (better use of data) Establish and maintain a higher visual presence in the community and involve more parents into the school through events such as a fete or car boot sale shared with Ruthven Continue to tailor the elective program to best meet the needs of all students in the Hub Review outcomes of actions at end of year to plan future actions	Document Induction proformas for all new students Planning time- use of ICT resources in planning curriculum plus resources PLUS 2 documents used, especially during parent/teacher/student interviews	Paul Johnson & Samantha Prow with Student Leadership students All Hub staff	Week 4, Term 1 End of Term 1	5-8 Hub Leader (Paul Johnson) & Pathways and Transitions Leader (Sam Prow) will model peer support program for all staff All teachers will use PLUS 2 documentation for teaching and learning and for reporting to parents on student progress Sam Prow and Hub Leader/Assistant Hub Leader will work on orientation of new enrolments

Key Improvement Strategies

and Significant Projects

What

(Actions)
the activities and programs required to progress the key improvement strategies

How

(Resources)
the budget, equipment, IT, learning time, learning space

Who
the individuals or teams responsible for implementation

When
the date, week, month or term for completion

Achievement milestones
the changes in practice or behaviours

Student Learning

Develop whole school curriculum that is increasingly more relevant to students’ needs, backgrounds and experiences

Increase teacher knowledge about high quality instruction, and improve each teacher’s capacity and confidence to translate it into practice

Implement literacy teaching strategies in all classrooms across the curriculum

Improve the capacity of the college and individual teachers to use data to plan teaching and learning programs.

Improve Numeracy teaching strategies

Improve student outcomes through integrated units of work

Implement numeracy teaching strategies through Maths KLA from AIZ

Review the organisational structure of the college to better support learning outcomes

Action planning for the ongoing implementation of AIZ

Implement PLUS1 and PLUS2

Develop consistent assessment methods across all KLA and year levels

Embed John Munro’s 7 High Reliability strategies in all classes

Expand the use and analysis of online testing

Interweave VELS domains through the design and delivery of an integrated curriculum

Review outcomes of actions at end of year to plan future actions

Computer labs

Updates to CASES

Mon/Wed meetings

Ongoing update of computer resources for practising

Classroom activities

Seek Special Grant

Teacher planning and curriculum documentation

PD for staff

Kate Berry to administer testing each class teacher to schedule tests and analyse test results

Kate Berry and class teachers

LaTrobe University

Tsari Karhanda Fashion; Michelle Vangelov Foods; Lynne Oliver Arts; Kelly Burrows H&PE; Kate Berry & Paul Johnson English; Kerry Bowler & Chris Hampton Celebration

Throughout Term 2

Start of Term 2

April in preparation for May

Terms 1&2

All teachers using testing to monitor and plan student progress and analysing test results by individual student and cohort groups

Portal hosting practice tests for access and use by all teachers

All teachers teaching narrative writing using a collaborative approach to teaching and learning

All teachers using assessment for, as and of learning

All listed staff to complete Integrated Curriculum Study in collaboration and teach using the Study and then review its effectiveness

All staff will include PoLT principles in scope and sequence documents for Semester 2

All staff will write up and use the agreed 2009 curriculum documentation format

All staff will implement ICT strategies as per the ePlan.

Student Engagement & Wellbeing

Build leadership capacity at all levels in the college, ensuring that it is directed towards improved student outcomes and improving teacher practice

Develop whole school curriculum that is increasingly more relevant to students’ needs, backgrounds and experiences

Improve the capacity of the college and individual teachers to use data to plan teaching and learning programs

Ensure a shared understanding of the college vision and values, and interpret what it means for teaching practice and behaviours.

Enhance student voice, particularly in terms of setting and monitoring their own learning goals

Planned opportunities to strengthen connectedness of parents in their children’s learning

Increased opportunities for students in the planning/design of the curriculum to drive student-centered learning e.g. the planning of special projects

Connectedness programs for identified groups

Expand opportunities for students to undertake meaningful leadership roles

Increased opportunities for students in the planning/design of the curriculum to drive student-centered learning e.g. the planning of special projects

Specific skills development for teachers in the management of challenging behaviour

Continue to support and monitor Homework Club

Review outcomes of actions at end of year to plan future actions

Equipment loans

system using student ID cards

Purchase Equipment

Year 7 Mathematics class activity

All 5-8 Hub teachers from Hub staff room under the direction of Kelly Burrows

Joe Vinci and Mathematics class

Week 2, Term 1

All teachers engage with students to promote and conduct activities during recess and lunchtimes

Joe Vinci modelling active learning and numeracy strategies for all teachers

All staff to have curriculum documentation that reflects the needs and backgrounds of all students as per testing analysis and Multiple Intelligence surveys

All staff to refer to PLUS 1 document for curriculum development

All teachers to assist students to plan special projects (Positive Body Image) with student input for celebration

All teachers refer to the student developed Code of Co-operation for student management issues

All teachers incorporate the Code of Co-operation into curriculum activities

Student Pathways & Transitions

Appointment of an attendance officer to overview the implementation and analysis of the Students at risk- SAR Mapping tool, attendance and punctuality within the College

Develop a comprehensive Pathways program which provides students with an awareness of and access to a wide variety of vocational pathways and experiences through attending guest speakers sessions, career expo events and excursions to both industry and tertiary sites

Use of the PLUS program for tracking data.

Use the PLUS 1, 2 & 3 Programs for all students

Implement a clear plan of agreed “handover” protocols to support the transition of students from one year level to the next and new enrolments, including sharing of information and reports (better use of data)

Establish and maintain a higher visual presence in the community and involve more parents into the school through events such as a fete or car boot sale shared with Ruthven

Continue to tailor the elective program to best meet the needs of all students in the Hub

Review outcomes of actions at end of year to plan future actions

Document Induction proformas for all new students

Planning time- use of ICT resources in planning curriculum plus resources

PLUS 2 documents used, especially during parent/teacher/student interviews

Paul Johnson & Samantha Prow with Student Leadership students

All Hub staff

Week 4, Term 1

End of Term 1

5-8 Hub Leader (Paul Johnson) & Pathways and Transitions Leader (Sam Prow) will model peer support program for all staff

All teachers will use PLUS 2 documentation for teaching and learning and for reporting to parents on student progress

Sam Prow and Hub Leader/Assistant Hub Leader will work on orientation of new enrolments

Strategic Intent 9/10 HUB

Goals

Targets

One Year Targets

Student Learning

To improve student literacy and numeracy performance in all students.

100% of deemed capable students at or above relevant VELS levels as measured by testing, relevant to Hub.

100% of NAPLAN performance to be at the benchmark level or above.

Maintain and improve Teacher Effectiveness, Stimulating Learning and Learning Confidence areas to 90% or higher of the Student Attitudes to School Survey.

Attain minimum 0.75 progression over the school year for students under current VELS level

Ensure regular testing/ PLUS/ NAPLAN/ On Demand/ Report Data

Prepare tests and Scope + Sequence in line with NAPLAN

All staff fully compliant with PLUS, Curriculum Documentation, planned 100 min periods, use of ICT, team teaching.

Student Engagement and Wellbeing

To improve student connectedness to school and active engagement with school.

To sustain the current level of student attendance and increase it by 2012.

To improve punctuality to school and classes on a daily basis.

Parent Survey – Student Engagement – increase to 90%

Staff Survey – Student Motivation and Orientation – increase to 90%

Student Survey – School Connectedness, Safety and Teacher Empathy - increase to 90%, notably within the Year 5/6 cohort

Maintain and improve to 90% across these areas in the three surveys.

To maintain student attendance at 90% and increase to 95 % by 2012

To increase Punctuality to class and to school to 90% and improve to 95%by 2012

Increased Communication with parents and students - Phone, electronic, translated newsletters, invitations to events, use of the Social Learning Hub.

Greater flexibility in teaching and learning within the 100 min learning time

The use of Raymon Lewis student management techniques by all staff

Establishment and operation of a Homework Club

Introduction of a reward system for positive proactive behaviour

Student Pathways and Transitions

To improve students induction into the College, ensure seamless progress through the College and improve transition into further education, training and employment.

P -8

Induction & Promotion

· 100% of new students will undergo a process of induction (encompassing an interview, testing and buddy program) prior to entry into the College.

· To increase successful induction into P-8 and transition to Year 9 to 90% by 2012.

Transition through

· To increase the real retention rate for years P-10 to a minimum of 90% in 2012.

· To maintain parental satisfaction with transition as per the 2008 Parent Survey.

9-10

· 100% of yr 10 students and ‘at risk’ yr 9 students to have an identified individual pathway.

Exit

· 100% of all exit students, 15 yrs and older, tracked and followed up on exit and 6 months after their departure.

100% of Yr 10 students to transition into the Lakeside Secondary College joint VCE, VET and VCAL program or to other further education, training or full time employment.

MIPS- identification of students at risk using SARS

PLUS program to be fully implemented as a central element of a stimulating learning environment

On Track to be utilised with accurate data

Promote transition program to Lakeside to achieve better than 85% transition

Promote other further education such as TAFE, school based apprenticeships, VET courses to sustain and/or improve student destinations to these outcomes

Continue a comprehensive work experience program for all eligible students

Implementation – School Level 9 / 10 HUB

Key Improvement Strategies and Significant Projects	What (Actions) the activities and programs required to progress the key improvement strategies	How (Resources) the budget, equipment, IT, learning time, learning space	Who the individuals or teams responsible for implementation	When the date, week, month or term for completion	Achievement milestones the changes in practice or behaviours
Student Learning .75 progression over year growth for students under current VELS level Regular testing/ PLUS/ NAPLAN/ On Demand/ Report Data Test preparation and Scope + Sequence in line with NAPLAN PLUS, Curriculum Documentation, planned 100 min periods, use of ICT, team teaching.	Modify PLUS documentation to meet targets Pre and Post testing of students Testing to be incorporated into week by week planners The use of ICT will be developed alongside curriculum Team teaching will be scheduled into weekly plans	Planning time in Hubs and curriculum meetings / Domain meeting time On Demand testing when required and NAPLAN Interactive White Boards Laptops Computer Hubs	Domain groups Data and Testing coordinator to organise and individual teachers to administer PLUS and Curriculum documentation to be developed by all staff The use of ICT to be developed by the E-Team and Domain groups	.75 progressions to be assessed by end of year NAPLAN (May), AIZ testing in April and August Curriculum Documentation to be completed by week 7 Term 1 The E-Team to be formed in term one	All teachers will develop curriculum documents to reflect different teaching strategies All teachers will upload curriculum documents to the Portal All staff will continue to use John Munro strategies and have at least one peer observed lesson per month The use of one unit of work by ICT to be trialled in term 4 by the team that develops the unit
Engagement and Well Being Parental Communication Greater flexibility of the 100 min learning time The use of Raymond Lewis student management techniques Homework Club Reward system for positive proactive behaviour	Parent Communication- Phone, electronic, translated newsletters, invitations to events, use of the Social Learning Hub The use of engagement strategies as identified in the curriculum documentation Staff PD on Raymond Lewis Strategies Incentive for positive behaviour with offer of free camp	The ICT resources required as identified by the E-Plan PD meeting time for all staff for Raymon Lewis strategies. Homework club to run in the Social Learning Hub	All staff to contact parents Raymon Lewis strategies PD to be implemented by AIZ Learning Leaders Hub Leader and Assistant Leader to oversee lateness and attendance Assistant Principal and Hub leadership to create the Homework Club	Parental contact to happen throughout the year Raymon Lewis strategies to be implemented across the year beginning in term one Attendance and lateness to be monitored fortnightly Homework Club to be completed by week 6 term 1	The E-Team will create an electronic parent contact register that all staff will use All staff will continue the use of John Munro literacy, numeracy and Raymon Lewis strategies and demonstrate these to peers in class observations
Student Pathways & Transition Build Student Leadership Program Maintain and enhance the MIPs approach, including year levels below Year 10 Establish a Buddy Program On Track in place for all students Implement Students At Risk Mapping tools Implement and monitor the student induction program	The Student Leadership Coordinator will develop a profile of responsibilities for student leaders to develop their leadership skills Teachers involved in the MIPs program will work with students to ensure they have clear goals for the future Teachers involved with the MIPs program will assist students moving to their appropriate educational setting for 2010 Staff and students involved with the Buddy Program will participate in training and planning during Term 4 Pathways and Transitions Leader will work with ESS staff to complete On Track data. All staff will be trained in using the ‘Student At Risk’ mapping tool and be able to use and access it electronically during 2010 Performance and other data on each student to create a student profile will be disseminated within the HUB prior to student commencement (staff planning)	Budget (already assigned $500) Meeting place and common area for leaders to meet One day staff release for those requested to interview students individually Training for staff and peer leaders – class time Time release for staff involved Staff meeting during Term 4 Meeting time and time release	Student Leadership Coordinator MIPS Leader to plan and coordinate and individual staff to facilitate the interviews Pathways and Transition Leader to develop Buddy Program outlines, goals, objectives and procedures and induct participating staff into the program. Pathways and Transition Leader, ESS x 2, All Staff coordinated and presented by the Pathways and Transition Leader and all staff to participate Pathways and Transition Leader, HUB Leaders and Assistants, Principal class	Ongoing End of Term 2 End of Term 4 End of Term 3 Term 4 February August Term 4 Term 4 Term 2	All teachers will give student leaders increased responsibilities in line with the clearly developed set of expectations of the student leaders and the goals of the program developed by the Student Leadership Co-ordinator The Pathways and Transitions Leader and a team of teachers will write a clearly developed Buddy Program with stated objectives and intentions All staff involved in the 9/10 Hub will have an understanding of On Track and risk assessment arising from training in these All teachers in the MIPS program will ensure students have clear goals for the future and will counsel and assist the transition of students to their post 2009 destinations HUB leaders will work with Pathways & Transitions Leader and Assistant Principal will develop a new enrolment procedure. This procedure will create a student profile which teachers will have before the new enrolment enters the classroom All teachers will use the student profile to plan a PLUS program for each student from the commencement of their enrolment 9/10 Hub teachers and the Pathways & Transitions Co-ordinator will develop a work/vocational curriculum to follow the Safe@Work program 9/10 Hub Leaders, together with the Pathways 7 Transitions co-ordinator will develop an advertising/early promotiom program for use at Open Days and in College promotion events

Key Improvement Strategies

and Significant Projects

What

(Actions)
the activities and programs required to progress the key improvement strategies

How

(Resources)
the budget, equipment, IT, learning time, learning space

Who
the individuals or teams responsible for implementation

When
the date, week, month or term for completion

Achievement milestones
the changes in practice or behaviours

Student Learning

.75 progression over year growth for students under current VELS level

Regular testing/ PLUS/ NAPLAN/ On Demand/ Report Data

Test preparation and Scope + Sequence in line with NAPLAN

PLUS, Curriculum Documentation, planned 100 min periods, use of ICT, team teaching.

Modify PLUS documentation to meet targets

Pre and Post testing of students

Testing to be incorporated into week by week planners

The use of ICT will be developed alongside curriculum

Team teaching will be scheduled into weekly plans

Planning time in Hubs and curriculum meetings / Domain meeting time

On Demand testing when required and NAPLAN

Interactive White Boards

Laptops

Computer Hubs

Domain groups

Data and Testing coordinator to organise and individual teachers to administer

PLUS and Curriculum documentation to be developed by all staff

The use of ICT to be developed by the E-Team and Domain groups

.75 progressions to be assessed by end of year

NAPLAN (May), AIZ testing in April and August

Curriculum Documentation to be completed by week 7 Term 1

The E-Team to be formed in term one

All teachers will develop curriculum documents to reflect different teaching strategies

All teachers will upload curriculum documents to the Portal

All staff will continue to use John Munro strategies and have at least one peer observed lesson per month

The use of one unit of work by ICT to be trialled in term 4 by the team that develops the unit

Engagement and Well Being

Parental Communication

Greater flexibility of the 100 min learning time

The use of Raymond Lewis student management techniques

Homework Club

Reward system for positive proactive behaviour

Parent Communication- Phone, electronic, translated newsletters, invitations to events, use of the Social Learning Hub

The use of engagement strategies as identified in the curriculum documentation

Staff PD on Raymond Lewis Strategies

Incentive for positive behaviour with offer of free camp

The ICT resources required as identified by the E-Plan

PD meeting time for all staff for Raymon Lewis strategies.

Homework club to run in the Social Learning Hub

All staff to contact parents

Raymon Lewis strategies PD to be implemented by AIZ Learning Leaders

Hub Leader and Assistant Leader to oversee lateness and attendance

Assistant Principal and Hub leadership to create the Homework Club

Parental contact to happen throughout the year

Raymon Lewis strategies to be implemented across the year beginning in term one

Attendance and lateness to be monitored fortnightly

Homework Club to be completed by week 6 term 1

The E-Team will create an electronic parent contact register that all staff will use

All staff will continue the use of John Munro literacy, numeracy and Raymon Lewis strategies and demonstrate these to peers in class observations

Student Pathways & Transition

Build Student Leadership Program

Maintain and enhance the MIPs approach, including year levels below Year 10

Establish a Buddy Program

On Track in place for all students

Implement Students At Risk Mapping tools

Implement and monitor the student induction program

The Student Leadership Coordinator will develop a profile of responsibilities for student leaders to develop their leadership skills

Teachers involved in the MIPs program will work with students to ensure they have clear goals for the future

Teachers involved with the MIPs program will assist students moving to their appropriate educational setting for 2010

Staff and students involved with the Buddy Program will participate in training and planning during Term 4

Pathways and Transitions Leader will work with ESS staff to complete On Track data.

All staff will be trained in using the ‘Student At Risk’ mapping tool and be able to use and access it electronically during 2010

Performance and other data on each student to create a student profile will be disseminated within the HUB prior to student commencement (staff planning)

Budget (already assigned $500)

Meeting place and common area for leaders to meet

One day staff release for those requested to interview students individually

Training for staff and peer leaders – class time

Time release for staff involved

Staff meeting during Term 4

Meeting time and time release

Student Leadership Coordinator

MIPS Leader to plan and coordinate and individual staff to facilitate the interviews

Pathways and Transition Leader to develop Buddy Program outlines, goals, objectives and procedures and induct participating staff into the program.

Pathways and Transition Leader, ESS x 2, All Staff coordinated and presented by the Pathways and Transition Leader and all staff to participate

Pathways and Transition Leader, HUB Leaders and Assistants, Principal class

Ongoing

End of Term 2

End of Term 4

End of Term 3

Term 4

February August

Term 4

Term 2

All teachers will give student leaders increased responsibilities in line with the clearly developed set of expectations of the student leaders and the goals of the program developed by the Student Leadership Co-ordinator

The Pathways and Transitions Leader and a team of teachers will write a clearly developed Buddy Program with stated objectives and intentions

All staff involved in the 9/10 Hub will have an understanding of On Track and risk assessment arising from training in these

All teachers in the MIPS program will ensure students have clear goals for the future and will counsel and assist the transition of students to their post 2009 destinations

HUB leaders will work with Pathways & Transitions Leader and Assistant Principal will develop a new enrolment procedure. This procedure will create a student profile which teachers will have before the new enrolment enters the classroom

All teachers will use the student profile to plan a PLUS program for each student from the commencement of their enrolment

9/10 Hub teachers and the Pathways & Transitions Co-ordinator will develop a work/vocational curriculum to follow the Safe@Work program

9/10 Hub Leaders, together with the Pathways 7 Transitions co-ordinator will develop an advertising/early promotiom program for use at Open Days and in College promotion events

Endorsement by School Council	Insertion of a tick ( ü) in the next column indicates that the School Principal, as Executive Officer of the School Council, verifies that this Annual Implementation Plan was endorsed at a meeting of School Council.	ü
		Mr. Wayne Hill 10/02/2009
Endorsement by Regional Network Leader	Insertion of a tick (ü) in the next column indicates that the Regional Network Leader has endorsed this Annual Implementation Plan	[INSERT TICK HERE]
		[INSERT REGIONAL NETWORK LEADER] [INSERT DATE]