ANNUAL OPERATIONAL PLAN

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Dec 4, 2013 (3 years and 10 months ago)

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REPORT ON

ACHIEVEMENT OF GOALS

WITHIN

ANNUAL OPERATIONAL PLAN


2007


This Annual Operational Plan was developed in consultation with the school community

at the commencement of
2007
.

This Report outlines strategies employed by the school to achieve s
pecified goals, and identified targets.







Statement of Purpose


Within a Supportive Environment, Ipswich West Special School will assist students to develop the attitudes,
knowledge and skills necessary for fulfilling participation in home, school and
community life.


Within small group programs focused upon individual needs, we aim to develop knowledge and skills within the
following areas:


Communication, Functional Academics (Literacy and Numeracy), Self
-
Care, Health and Safety, Community Use,
Schoo
l Living, Self
-
Direction, Social Development, Use of Leisure, and Work.



Statement of Values and Beliefs


At Ipswich West Special School, we believe that students have the right to work in a safe and supportive
environment, where they are given the oppor
tunity to develop their talents, interests and ambitions.


We believe that they have the right to:




Quality education provision within a supportive environment,



Opportunities to develop their physical, emotional, intellectual and social potential,



Have the
ir uniqueness and giftedness recognised and valued,



Be treated with dignity and respect.



At Ipswich West Special School, we:




accept each child as an individual and cater for their individual needs,



value students and have the determination that childre
n will succeed,



provide a caring, safe and supportive environment for all,



treat children with disabilities with respect,



provide a diverse curriculum,



make learning enjoyable



care.

LEARNING OBJECTIVE:
Implement a Learning Framework to Prepare Students f
or Living in Complex, Multi
-



cultural, networked societies.

Learning Outcome 1:
Improved learning outcomes for the diverse range of students at Ipswich West Special School


Suggested Strategies

Sc
hool Strategies

School Self
-
Assessment.

Literacy & Numeracy:


Support professional development
designed to improve Literacy
outcomes for all students in all
learning areas.


Review whole school literacy
planning processes with a
renewed focus on literacy
in the
curriculum.


Inclusive Practices:


Improve learning outcomes for all
students by addressing the
principles of the
Inclusive
Education Statement.


Improve the identification of
learning adjustment needs for
students with disabilities through
impleme
ntation of the
Education
Adjustment Program.


Improve learning outcomes for
children and young people in care
through the development and
implementation of
Education
Support Plans.


Maintain and improve the
attendance, retention and
achievement of all stud
ents.



Improve the learning outcomes
for gifted students by
implementing the
Framework for
Gifted Education.

The teaching of Reading will be seen as the
core business of All teachers and will be
organised around the Four Resource Model.

All Students will
be provided opportunities to
engage in a range of reading activities, for a
range of purposes and within a range of
contexts.

Reading development for All students will be
monitored regularly using the Developmental
Continua and assessed formally at least o
nce
per year.



Staff will be supported with Professional
Development activities to assist them to
develop strategies to ensure inclusivity.


The
EAP
process will be used to help identify
‘adjustments’ that need to be made to
curriculum and school planning

processes.



Interventions for individuals should be
identified through the IEP and ESP processes,
with priority goals set each semester.


Attendance: School and Community will work
towards removal of barriers that inhibit full
participation in learning.

Retention: Teachers will strive to ensure that
curriculum and pedagogy retain and engage
students in learning opportunities.








There has been a greater commitment to the teaching of reading, with PM
readers employed as basal readers throughout the sc
hool, and a range of
other materials used to supplement reading.

Students are ‘encouraged’ and assisted to read for a range of purposes and
in a range of contexts.


Reading of stories has been modeled by all members of the teaching staff,
especially during

Book Week celebrations, but also throughout semester 2
culminating in a visit to the school by Narelle Oliver.


“Explicit Teachings” in Literacy were articulated and documented to
support all teachers address the requirements of the Literacy Strategy.


I
n 2007, 5 teacher aides undertook 3 days training in Early Literacy
support, and it is expected that this training will be extended to other
members of staff in 2008.


A range of ‘Targeted Funds’ have been used to facilitate one
-
on
-
one
support to students.


While the IEP and EAP processes have been useful in considering the
individual needs of students, the use of
Curriculum Liberator

as a
planning tool has been most useful in developing teachers’ understanding
of how Integrated Units of Work can be constru
cted, accessing the
knowledge of the Syllabus documents, and adjusted to meet the individual
learning abilities of our students.


Educational Support Plans

have been developed for children in care of the
Dept of Child Safety, and afforded teachers and adm
in an opportunity to
discuss a range of educational and social needs for each student.


The Arts
program has afforded students the opportunity to demonstrate
their particular skills and talents, with accolades being received from local
and national bodies.

LEARNING OBJECTIVE:
Implement a Learning Framework to Prepare Students for Living in Complex, Multi
-



cultural, networked societies.

Learning Outcome 2:
Improved integration of curriculum, teachi
ng, assessment and reporting through a learning


framework that engages the diverse range of students at Ipswich West Special School.


Suggested Strategies

School Strategies

School Self
-
Assessment.

Curriculum, T
eaching, Assessment &
Reporting:


Engage with the recommendations of the
Queensland Curriculum, Assessment &
Reporting (QCAR) Framework

that will
define the Essential Learnings and set
Standards of Achievement in Years 1
-
10


Implement the
Key Learning Area

syllabuses with a focus upon English and
Mathematics.


Embed the use of Information and
Communication Technologies as an
integral component of Curriculum and
teaching and learning.


Phases of Learning: Early and Middle
Years:


Implement responsive curricu
lum
programs in the early years to promote
continuity of teaching and learning.


Continue to implement the
Middle Phase
of Learning Action Plan

to provide
learning programs that maximize student
engagement and achievement, and
support the transition from p
rimary to
secondary education.


Implement the strategies in
Embedding
Aboriginal and Torres Strait Islander
Perspectives in Schools

within the
school curriculum.




Teaching and Learning within each of the
Phases of Learning will focus upon students’
abili
ties, interests and needs, and aim to
extend this through consideration of all areas
of Productive Pedagogy [Supportive
Classroom and School Environment,
Intellectual Quality of Learning Activities,
Recognition of Difference and
Connectedness].



The
Early

Years Curriculum Guidelines

are
used as the framework for planning, teaching,
learning and assessment activities within and
throughout the Junior section of the school.

Regular opportunities will be provided for all
staff to engage in professional dialogu
e and
learning focusing upon Curriculum and
Pedagogy.



A ‘redefined approach to curriculum’, which
aims to engage students in purposeful,
intellectually challenging learning and aligns
curriculum, pedagogy and assessment will be
implemented within the Mi
ddle School.



‘Enquiry
-
Based Learning’, which explores
key concepts and understandings of the
Science Syllabus, will be implemented
throughout the school.

Teachers were assisted to use
Curriculum Liberator

as a key
planning tool, and have made significant

progress in learning about
the alignment of Curriculum, Teaching and Assessment.

The expectation to have a 5
-
point Reporting system has been
conceptualized, trialed and refined.

The QCAR agenda has been explored, with all teachers engaged in
developing an

understanding of this.


The “Explicit Teachings” required for a quality Literacy program
have been defined and shared with staff.


The ‘Early Years Curriculum Guidelines’ have been used to guide
program development within the Junior section of the school.


ICTs are gradually becoming embedded within classroom practice.








Recommendations of the
Middle Phase of Learning Action Plan

are
considered while developing units of work for students within the
Middle School. Students have engaged in a range of “m
eaningful /
real
-
life” investigations.

LEARNING OBJECTIVE:
Implement a Learning Framework to Prepare Students for Living in Complex, Multi
-



cultural, networked societies.

Learning Outcome 3: An i
ncreased number of students successfully completing the compulsory


participation phase of learning.


Suggested Strategies

School Strategies

School Self
-
Assessment.

Engage all students, particularly those at
risk of l
eaving school early, through
appropriate curriculum and teaching.



Develop strategies to assist disengaged
students to reconnect with learning.










Work with other local schools,
government agencies and community
organizations to ensure that students

have access to a range of learning
pathways.





Work with Year 10 students to develop
Senior Education and Training (SET)
Plans

that identify appropriate and
achievable education and training
pathways for the compulsory
participation phase.

Students with
in the Upper Middle Phase
of Learning will engage in meaningful
learning experiences based upon the
school’s
Curriculum Framework.


Students will be provided with
opportunities to develop knowledge, skills
and understanding within a range of real
-
life and
life
-
like learning situations.


All students will continue to receive
training in all aspects of Literacy and
Numeracy, with an emphasis upon the
development of functional use of skills
developed.


All students will continue to engage in
real
-
life explorat
ions of Science concepts,
and to be helped to use Technology within
school, home and community contexts.















Issues of “Climate Change”, “Environmental Protection” and “Sustainable
Living” formed the basis of Integrated Units of Study undertaken
by
students within the Upper Middle Phase of Learning.



Disengaged students were successfully reintroduced to formal and
informal learning through a range of high interest projects, including the
planning for and installation of the rain water tank, cook
ing and manual
arts projects.



Individual assistance and support within the development of Literacy and
Numeracy skills was provided to students within the Middle Phase of
Learning, with specific intervention provided to students who failed to
achieve na
tional benchmarks in Yr 3, 5, 7 Testing, or who were in the care
of the Dept of Child Safety.


Concepts from various strands of the Science Syllabus were used as the
foundation of the Integrated Units. Students also actively participated in
learning activi
ties, which introduced them to the safe and purposeful use
of home, school and community technology.






SET Plans which articulated appropriate goals for the transition to the
Senior Phase of Learning, were developed in consultation with parents
care
-
giv
ers and students who turned 15 or 16.

Cost Centres: LCAG, LCAR, LCBP, LCEF, LCEV, LCLS, LCMA, LCMU,


LCNP, LCPE, LCRE, LCSI, LCSO, LCSW, LPAS, LPET, LPIE,


LPLT, LPNU, LPRA, LPSC, LPTA, LPTR, LQCA, L
TIN, LTIT,


LPL1, LPL2, LPL 3, LPL4, LPL5, LPL6.



Total Funds Learning:



$ 61,801.25


SCHOOLS OBJECTIVE: Create learning communities that meet diverse student and community needs
.

Schools Outcome 1:
Ipswich West Special School
will have innovative and distinctive strategies responsive to community


and student needs.


Performance Indicators

EQ Target

School Target

Data Source

School Satisfaction:

Percentage of students and parent / care g
ivers satisfied that they are getting a
good education at this school


Percentage of parents and care givers satisfied that this is a good school.


School Retention:


Apparent retention of students.



80%



88%




72%



2006 Data: 70%

2007 Target: 85%


200
6 Data: 87.5%

2007 Target: 90%


School Opinion Survey



School Opinion Survey




Enrolment Data


Suggested Strategies

School Strategies

School Self
-
Assessment.

Schools and Community:


Develop innovative approaches to
schooling that are based on a clear
e
ducational rationale and respond to the
distinctive needs of students in each
phase of learning, in consultation with
the school community.


Implement communication strategies to
enable the sharing of best practice in
curriculum and teaching across the
pha
ses of learning.


Implement strategies for proactively
engaging and working with all
indigenous families in the school
community to support the educational
and social achievement of their children.


Schools and Clusters:


Support the successful transition
of
students between phases of schooling by:

Developing schooling as a seamless
transition from prep to year 12



Ipswich West Special School is
recognized as an ‘Arts
-
rich School’ and
is a leading school within the district
for the implementation of
The Ar
ts
Syllabus. Within each phase of
learning, students engage in a range of
‘Purposeful, Real
-
Life Learning
Experiences’ aimed at developing
Knowledge and Skills, including
Communication and Social
Participation skills, necessary for
participation in Home,
School and
Community Life.


Ipswich West Special School is the
base school for the
Primary Arts
Network Ipswich (PANI)

with

regular Activity Afternoons and Pupil
Free Day activities committed to
Professional Learning.


Ipswich West Special School is a
mem
ber of the
Ipswich Community of
Schools,
and the
Moreton Region’s
Alliance of Special Schools,

maintaining valuable links with
Primary, Secondary and Special
Schools.

The Arts continued to be a major focus of programs at Ipswich West
Special School, with a

Specialist Teacher in the Visual Arts providing
small group training to all students.


Skills within the Performance Arts were also promoted and extended
through participation within End of Semester Performances, the Wakakirri
Story
-
Dance Festival, and t
he Ipswich Festival Street Parade.


Teachers from Ipswich West Special School were supported in their
participation within professional development activities that focused upon
Best Practice in Curriculum and Teaching, including Arts Syllabus
implementatio
n, Assessment and Reporting within various strands of The
Arts.


The
Primary Arts Network (Ipswich)
continued to offer afternoon
workshops in various aspects of Arts Education. It also arranged whole
day professional development for teachers of the ICOS sc
hools and was
recognized for its commitment to Teacher Professional Development with
a
Showcase Award for Excellence in Leadership.



Ipswich West Special School continued its involvement in the
Ipswich
Community of Schools

network and the
Moreton Region’s

Alliance of
Special Schools
, and facilitated the smooth transition to other schools for 6
students, including 2 students who will continue their education at
Secondary SEUs in 2008.

SCHOOLS OBJECTIVE: Create learning communities that meet diverse studen
t and community needs
.

Schools Outcome 2:
Ipswich West Special School will have productive partnerships with its community and with business,
industry and other government agencies to implement the Education and Training Reforms for the Future initiatives
.


Suggested Strategies

School Strategies

School Self
-
Assessment.

Community Engagement:


Develop sustainable collaborative
relationships with parents, school and
local community members, providers
of early education and care services,
including governmen
t and community
agencies, employers and industry
groups.


School and Industry Partnerships:


Develop and maintain strong
relationships with industry to:




Increase student involvement
in the workplace and
community organization sites




Ensure school programs

are
connected to the demands of
the knowledge
-
based
economy


Expand links between schools and
industry / employers to enhance
employment and learning outcomes
for students.


Major Works


Access State and Federal Government
funding sources to improve Schoo
l
Infrastructure, eg Motor Development
area, Home Ec Room refurbishment,
provision of Shade Structure to
Courtyard.

Continue to develop and maintain
sustainable, collaborative partnerships
with parents and local community
members, including local politici
ans, city
councillors, Ipswich Little Theatre,
Ipswich Art Gallery, and Arts providers.


Centre
-
based Therapists provide Outreach
service to Students with Disability in
District School.



Enhance and consolidate partnerships
with government agencies (Depar
tment of
Child Safety, Disability Services,
Centrelink) and community organizations
(Oz Care, Meals on Wheels, Ipswich and
Toowoomba Employment Agency).


Develop and maintain strong
relationships with business and industry
to increase students’ involvement

in the
workplace and community organizations,
and to ensure school programs are
connected to local area needs and
opportunities.


Continue to promote and support student
access to the range of resources and
services that support the social needs of
studen
ts and improve their capacity to
complete 12 years of schooling.










75% of parents expressed satisfaction that their child is receiving a ‘good
education’ at this school. (This represents a slight improvement on 2006
results, but is not yet at the EQ

Target).

82% of parents expressed satisfaction that ‘this is a good school’ (slightly
fewer than in 2006, and not yet at EQ Target).


Strong community relationships have continued to be forged, with visits
to the school by the Mayor (Cnr Paul Pisasale) an
d the local alderman
(Cnr Charlie Pisasale), the local MLA (Ms Rachel Nolan) and the then
Federal member (Mr Cameron Thompson). Each was accompanied by
members of their staff, who delighted in the presentation by students.
Strong links with Ipswich Little
Theatre, the Ipswich Art Gallery,
Ipswich Library and local businesses continue to be enjoyed.


Centre
-
based therapists provide an invaluable service to outreach schools
and enjoy strong support and appreciation.


Good working relationships exist between t
he school and local
government agencies, including the Dept of Child Safety and Disability
Services Qld.


Three students participated in the Meals on Wheels program each
fortnight.


Upper Middle School students visited a number of businesses,
community or
ganizations and local service providers, thereby increasing
their knowledge of community services and developing skills for
accessing these.


Major Works


The Motor Development Room was completed using funds made
available through the State Government’s
Sc
hool Community
Development Fund.

The Federal Government’s
Investing in Our Schools
fund was used to complete the refurbishment of the Home Ec room and
the provision of the Shade Structure for the courtyard.


SCHOOLS OBJECTIVE: Create learning communitie
s that meet diverse student and community needs
.

Schools Outcome 3:
Ipswich West Special School will provide safe, tolerant and disciplined learning environments.


Suggested Strategies

School Strategies

School Self
-
Assessment.

Supportive Learning
Enviro
nments:


Respond to the recommendations
of the
Safe and Healthy Schools
Program

and other health
-
related
priorities


Implement the
Responsible
Behaviour Plan
for students that
responds to the expectations of the
Code of School Behaviour.



















Utilize the resources of the
National Safe Schools Framework

to support planning processes to
address bullying, harassment,
child abuse and neglect.




Explore and implement suggested strategies
of the
Healthy Choices

and the
Smart
Moves

initiatives.



To
promote the development of
Appropriate
Behaviour,
a Whole
-
School approach to the
proactive training of
Social Skills
, with
accurate data collection, will be developed
and

incorporated into daily practice.


To enable
Common Understanding

and
Consistency of

Approach

to behaviour
management, the school’s
Code of
Behaviour

will be revised and

publicised
.


Individual Behaviour Management Plans

to
address Challenging Behaviour will be
developed in consultation with stake
-
holders, articulated in a consistent mann
er,
and shared with all staff.


Staff should be trained in appropriate
Response Strategies

to
Crisis Management
(P.A.R.T.)


Resources of the
National Safe Schools
Framework

should be used to support
planning processes and address issues of
bullying, haras
sment, child abuse and
neglect.


Continue to implement recommendations of
the
Safe and Healthy Schools
program and
other health related priorities.





Some progress has been made in the implementation of
Healthy Choices,

with emphasis being placed upon “G
reen Food Choices” (foods low in
sugars, artificial colours, etc) and limits being placed upon “Red Food
Choices” (soft drinks, highly processed foods, food high in sugars and
containing artificial colours and preservatives).


The “Traffic Lights” approach

to signaling inappropriate behaviour was
extended to help students identify their ‘emotional state’ and the language
of “You need to be in the calm, cool, relaxed, Green Zone” became more
widely used throughout the school.


The
Code of School Behaviour
wa
s revised and published at the end of
2006, with staff becoming more familiar with all aspects of this in 2007.




Teachers were encouraged to develop Individual Behaviour Management
Plans for ALL students, with copies of these held in the Central Office,
so
that all staff could familiarize themselves with management strategies to be
used for individual students.



Staff were trained (6 hour workshop) in
Non
-
Violent Crisis Intervention

and appropriate Management techniques for working with students with
Cha
llenging Behaviours. The school is moving towards a “Hands Off”
approach to management of behaviours.


Stop, Think, Do
was adopted as the school’s approach to Social Skills
Training, with


SCHOOLS OBJECTIVE: Create learning communities that meet diverse
student and community needs
.

Schools Outcome 4:
Ipswich West Special School will have effective school planning and reporting processes to coordinate
teaching and learning with the management of human and physical resources including information technolog
y.


2006

School Data

2007

Target

Suggested Strategies

School Strategies

Cost Code





































School Planning and Reporting:


Implement the
School Planning and
Accountability Framework

and
Destination 2010.


Implement the Studen
t Reporting and
School Annual Reporting requirements.



Improve school accountability practices
to ensure that human, physical and
financial resources are effectively used.


Implement operational implications of the
Education (General Provisions) Act 2006



The revised
School Improvement and
Accountability Framework
and
Destination 2010

will be implemented throughout the school.


School accountability practices, managed by the
School Management Committee, will monitor the
effective use of Physical and Human

Resources,
finances and facilities, and the school’s response to
student and community needs.


Continue to operationalise the school’s
Risk
Management

and
Workplace Health & Safety

policy and procedures.


Implement operational implications of the revised
Education (General Provisions) Act.

SCDF

SMAA

SMBF

SMCC

SMCR

SMCS

SMEL

SMER

SMGA

SMGC

SMHE

SMIC

SMIT

SMMW

SMOF

SMOT

SMPC

SMPL

SMPM

SMPO

SMRE

SMRO

SMSA

SMSC

SMSK

SMTA

SMUT

SMWH

SPBU





Total Funds


Schools:

$ 1
49,549.86



WORKFORCE OBJECTIVE: Ensure the

school workforce has the capability and flexibility to deliver the objectives of QSE
2010.

Workforce Outcome 1: A workforce that has the capability and flexibility to deliver the strategic objectives of the departmen
t
through ongoing professional develop
ment.


2007

School Target

Suggested Strategies

School Strategies

Professional Development and
Training undertaken in Semester 1



95% of all staff will
engage in PD
opportunities



95% of staff will
express satisfaction
with access to learning
opportuni
ties



15% of General Grant
will be expended on
PD & Training for
Staff
















Teacher Professionalism:


Implement strategies for professional
development focused on the key school
priorities in the
Annual Professional
Development Agenda.


Use the
Professional Standards for
Teachers
as a framework for reflection
and planning, learning and develop
-
ment to revitalize and extend the skills
of teachers to improve student learning
outcomes.

Support supervision and development
of beginning teachers in pra
cticum,
internships and teacher induction
programs.


Provide an induction program for all
new employees.


Ensure all teachers in the school have
completed the introductory session of
Crossing Cultures: It’s Everyone’s
Business


Continuous Professional
De
velopment:


Celebrate the achievements of school
staff through reward and recognition


Implement
Developing Performance
Framework
from Sem 2, 2007.





Teachers, teacher aides and ancillary
workers will be encouraged to identify
their own professional deve
lopment
and training needs, and supported to
access PD activities to satisfy these
needs.


Staff will be supported in their access
of appropriate professional
development and training activities.











All teachers and teacher aides will be
in
-
serviced

in
Crossing Cultures: It’s
Everyone’s Business
during the Pupil
Free Day, Jan 2007.



100% 0f staff participated in some form of
Professional Development and Training.


Teachers participated in both Formal and
Informal Training programs, including:

Cross
Cultural Awareness Training,

Non
-
Violent Crisis Intervention Training,

Assessment and The Arts
, Snr First Aide.

Individual teachers also participated in : PECS
Workshops, On
-
line ICT Pedagogical Licence,

The Emotional Child seminar.

As well as participa
ting in several of the above
programs, several Teacher Aides also participated
in Augmentative Communication Device
Training and Literacy in the Early Years training.


Ancillary staff participated in Budget workshops,
Joomla training, Workplace Health & Sa
fety
training, Cleaners training, etc.




Cost Centre: WLPD


Total Funds

Workforce:

$ 10,665.30

WORKFORCE OBJECTIVE: Ensure the school workforce has the capability and flexibility to deliver the objectives of QSE
2010.

Workforce Outcome 2: Leadership
that drives educational reform, supports productive relationships and promotes innovation


Suggested Strategies

School Strategies

Activities Undertaken in Semester 1.

Implement programs and networks that
strengthen the quality of leadership in the
school

and develop a constructive
organizational climate.








Implement strategies to resolve grievances and
industrial disputes at the school level.

A range of Committees (School Management,
Workplace Health & Safety, Events, and Staff
Social Committees) ope
rate within the school,
enabling a number of people to accept a range
of leadership roles.


Continue to promote Curriculum Leadership
within the school under the HOC.


Meetings are dominated by Open Discussion.
Committees and Interest groups meet and bring

concerns raised to School Management for
discussion and resolution.

School Management, Workplace Health & Safety and
Staff Social Committees met regularly to oversee school
operations, address WH&S issues, and to plan social
events.



Curriculum Leadershi
p was a shared responsibility
between the Principal, the HOC and several class teachers.
With the conversion of 0.2 FTE teacher number, staff
were able to be released to undertake a range of PD
activities, and to be able to plan collaboratively with the
HO
C.









WORKFORCE OBJECTIVE: Ensure the school workforce has the capability and flexibility to deliver the objectives of QSE
2010.

Workforce Outcome 3: A healthy workforce engaged in a safe and supportive work environment.


Suggested Strategies

Schoo
l Strategies

Activities Undertaken in Semester 1.

Promote safe and healthy learning
environments by proactively managing and
regularly monitoring Workplace Health &
Safety at the school in consultation with staff
and the wider community.







Registrar i
s trained as WH&S Officer

Janitor Groundsman is WH&S Rep

Workplace Health & safety committee
meets to discuss WH&S Environment
issues.

Principal & Registrar are trained as
Workplace Rehabilitation Coordinators

Social committee monitors Workplace
well
-
being

of staff

Business Service Manager and Janitor Groundsman undertook
further training in WH&S and implemented

their learning within
the school.

The WH&S committee met regularly to discuss and address WH&S
issues.