Evidence of embedded literacy practices and programs, quality teaching and evaluation processes. Increased levels of literacy achievement for every student. Diminished gap in literacy achievement between Aboriginal students and non – Aboriginal students. Target/s Year 9 NAPLAN average growth meet or exceed that for the state in 2013. Reduce the percentage of students below NMS by 20% between Year 7 (2011) and Year 9 (2013). 80% of teachers use ICT and differentiated instruction in the teaching and learning of literacy in 2013. Strategies Indicators Time Frame Responsibility Reform Funding source Employment of a Head Teacher Teaching and Learning. Melville literacy targets because of clear leadership, cohesion and consistency of teaching and learning and support programs. Best practice teaching and learning around ILNNP continues in 2014. 2013 2014 Principal 1 $16980 HD Partner -ships Staffing $111,904 Subsidise Casual Coordinator Position (8 periods) Enable TPL casual relief organisation of ILNNP project. 2014 Principal $22,515 All staff trained to deconstruct literacy and numeracy skills/components assessed in the National Assessment Program. Literacy targets are evidence based, specific, measurable and attainable. Best practice teaching and learning experience collaboratively planned and reflected upon. 2013 – 2015 DP QT HT T&L HTs & All Teachers 2 Partner Staffing All trained to identify and articulate the curriculum literacy and numeracy of their KLA and develop student resources accordingly. Photocopying & Other Resources Literacy strategies are well designed and adequately resourced through the provision of school based professional learning and support. 2013 2014 DP QT HT T&L HTs & All Teachers ILNNP Team ($20,000) Equity $30,000 ILNNP
Reduction in face to face teaching periods (as TPL allowance) to faculty staff to build capacity and provide evidence of strategic numeracy and literacy planning. Employ one teacher Professional learning evaluations and TARS indicate teachers’ increased capacity to plan for and teach Literacy through the completion of TPL logs. 2013 Principal DP QT HTs & All Teachers 2 $91,034 Partnerships Staffing Build teachers’ capacity to identify and address students’ literacy needs through expanding the Accelerated Literacy & Prioritising Grammar Programs. Increased confidence of staff to include AL strategies in their teaching and learning and assessment programs including explicit teaching of writing and spelling. Understanding of Prioritising Grammar embedded into classroom teaching practices. 2013 – 2015 DP QT HT T&L HTs & All Teachers 4 ($12,500) Partner -ships Accelerated Literacy Partner -ships Staffing Continue Intensive Year 8/9 Literacy class. Time allocated for ILPs for funded students. PLPs used to inform planned support for Aboriginal students. NAPLAN literacy targets are met for identified individuals and groups. PLPs and ILPs developed for students with identified needs contain literacy goals and strategies. 2013 – 2015 Ongoing HT T&L & TLAS Principal Teacher Leader Aboriginal Education Year Advisers AEO, TLAS & SLSOs 3 & 6 4 LAST Entitlement Broaden the successful Year 6 into Year 7 transition program through primary and secondary staff developing a shared understanding of literacy and numeracy requirements in stages 3 and 4. Primary and secondary teachers participate in workshops. Greater continuity of literacy teaching and learning between stages 3 & 4. Ongoing Transition DP & Transition Coordinator ($20,000) Partnerships Transition ED and Support Unit students participate in ongoing literacy program to be extended to other targeted students. Increased number of SLSOs and tutors trained. Improved literacy performances by ED and Support Unit students. 2013 – 2015 ED Class Teacher HT Support Support Teachers ($12,500) Partnerships Literacy
Reduction in stages and an increase in merits awarded. surveys indicate reduction in teacher stress. Mentoring of students at risk of being suspended or on suspension e.g. Skills to Chill, and Adolescent Mental Health programs. The average number of days lost to long suspension is maintained at 10 or less days per child and short suspensions to be a total average of 3 or less school days per child in 2013. The total number of long suspensions is reduced by 5%. 2013 DPs HT Suspension Centre ($25,000) Attendance Partnerships ($5,000) TPL Welfare Staff facilitate the communication of information and contribute to resource development to improve parental engagement in supporting student learning from 7-12. e.g.“Good News Week” – reporting positive developments via phone intervention. An information sheet to support Aboriginal families in the resolution of the suspension process is developed in consultation with the Aboriginal Education Focus Group. Teachers consistently communicate information and contribute to resource development to improve engagement in the school. 2013 - 2015 All Staff DPs Aboriginal Education Focus Group HT Susp Centre 6 $12,000 Partnerships Publications ($10,000) Partnerships ATSI Focus Group Student Assistance Scheme funds allocated to support students from disadvantaged backgrounds. Disadvantaged students are able to participate in a majority of educational programs. Ongoing Student Assistance Committee $14,000 Student Assistance
Staff continue to develop curriculum options for Stage 5 and 6 students that focus on: Increasing VET options, including training further VET teachers, Establishing and maintaining effective partnerships between local community and business organisations, Increasing the availability of non-ATAR pathways, and Researching and promoting quality Stage 5 and 6 programs including school based traineeships and apprenticeships. (SbAT) Liaise with Kempsey High School to broaden curriculum options and flexible learning opportunities using interactive technologies to improve Stage 6 students’ access to their first subject choices. Increased number of courses (including VET) courses offered to 5 & 6 students. Regular meetings with local community and business organisations in project planning and implementation. Increased percentages of students accessing non-ATAR pathways. 2013 – 2015 Principal Attendance Focus Group Senior Transition Team VET Focus Group Executive ($4,500) School to Work Partnerships Staffing $9,500 Trust SMART Introduce role of Transition Adviser to collaborate with Careers Adviser, Community Liaison Officer and HT Curriculum (Senior Transition Team) to implement innovative teaching and learning programs and curriculum structures for targeted students. Improved 5 into stage 6 transition planning processes and student mentoring in subject selection for students under age 17 at risk of disengaging with the curriculum. School processes support the implementation of the new school leaving age. Fewer course changes. Ongoing Principal DP QT Staff Entitlement 2013 – 2015 Senior Transition Team HT Admin 10 Mentors 3 ($25,000) Equity – SNP
the development of culturally inclusive programs. Connecting to Country; trained staff Embed local cultural knowledge in teaching programs. Target students for participation in elective Aboriginal Studies in Stage 5 and 6. Conduct curriculum mapping exercise to provide staff with an awareness of the depth of learning programs across the school. Students cultural awareness program be implemented throughout the school. The Aboriginal Education Focus Group leads community/school consultation that informs school planning. Ongoing Principal Aboriginal Focus Group Teacher Leader Aboriginal Education AEO, AECG, & other Community Organisations 4 & 6 ($32,000) Partnerships ATSI Prog. Continue the successful Norta Norta tutorial program for Aboriginal students. Investigate possible reintroduction of after school homework centre. Increased engagement and achievement of students in their education. Teacher Leader Aboriginal Education ($TBA) Norta Norta staffing Research positive behaviour strategies and procedures which will assist staff to apply proactive approaches to behaviour management, especially students returning from suspension – at risk of reverting to undesirable behaviours. The school ARCO to lead a review and promote an awareness raising program. Increased staff capacity to support learning needs of Aboriginal students. Awareness raised throughout the school regarding anti-racism processes. Ongoing 2013 DPs Head Teacher Welfare AEO & ARCO 4 & 6 ($32,000) Partnerships ATSI Prog. Investigate teaching of Aboriginal language i.e. Dunghutti by a qualified person. Meeting held with TAFE regarding proposal and etc. Ongoing AEO HT Soc. Sc. 4 & 6 ($32,000) Partnerships ATSI Prog. Boys’ and girls’ mentoring projects for at risk students e.g. Melville Koori Boys’ & Girls’ groups, “Sista and Bro’ Speak”, Mission Australia and other community programs, etc. Ongoing Principal DPs HT Welfare Aboriginal Group 4 ($32,000) Partnerships ATSI Prog.
Increase the range of opportunities for Aboriginal parents or carers to visit the school and participate in their child’s education. Increase promotion of positive achievements of Koori students and groups in the school and community. Maintenance of an Aboriginal Education Focus Group made up of students, parents, community organisations and staff in order to effectively implement and monitor the Aboriginal Education and Training policy. The Aboriginal Education Focus Group to be provided with a budget. Increased partnership with Aboriginal community evident. The team will have a clear statement of responsibilities, which will provide a more strategic framework for improving the outcomes for Aboriginal students. Ongoing Principal Aboriginal Group 6 ($10,000) Partnerships ATSI Focus Group Participation in the Aboriginal Education CLN Meetings. Participate in the Leadership for Improved Aboriginal Outcomes Program. Continued alliance with Macleay AECG. Form a junior AECG. representatives attend the local Aboriginal Education network meetings including workshops and ongoing updates in Aboriginal Education and communicate information to whole staff and Aboriginal Focus Group. Ongoing Principal Teacher Leader Aboriginal Education AEO 6 ($32,000) Partnerships ATSI Prog.
Continue to implement the DER program, including the allocation of the 2013 roll out of laptops. Staff regularly use ICT and digital curriculum resources in teaching and learning programs. 2013 TSO DP & Technology Committee ($7,000) TPL ICT ($55,000) Computer Coordinator Continue to maintain and update Melville’s website, including providing release time for staff. Improve the quality of documents and publications sent to parents and the community. Train staff in each faculty to be conversant with updating the faculty area of the school website. School website regularly updated. 2013 Business Manager Executive KLA Representatives Promotions Committee 6 Partnerships Staffing ($3,000) TPL ICT Computer Coordinator funding to upgrade Skills Centre, existing printing devices, wireless network and other hardware. ICT cost efficient and compatible across the school. 2013 ($55,000) Computer Coordinator TIED FUNDING PROGRAM PRIORITY PAGE No. COST AREA Norta Norta 1 & 4 6 TBA VET Traineeships 3 14 $2,000 School to Work 3 13 $4,500 Student Assistance 3 12 $14,000 (in Trust) 3 13 $9,500 ESES 5 20 $51,800 Computer Co-ordinator 6 21 & 22 $55,000 $136,800 ILNNP (addendum) 1 4 - 6 306,292.86