EFFECTIVE TEACHING Create safe conditions for students to learn Revisit school’s attendance improvement pla Provision of special programs/social skills lessons to support engagement and participation for priority groups e.g : -Disengaged boys -Disengaged JP Students -Disengaged Girls All teaching staff School Counsellor Classroom teachers SSO (drives bus) Counsellor, SSO, chaplains, PE teacher SSO/Sp. staff Chaplain / counsellor / Social Work student/Fleurieu Families Class teachers/counsellor *SA TfEL/TfEL Teachers’ Companion/Element cards *Strategies for Managing Abuse Related Trauma (SMART) Exceptional Circumstances Grant to fund attendance improvement bus picks up targeted, priority groups of students from their homes *RAAP funding for Boys’ Group conducted 4 afternoons/week *JP Social Skills groups *Girls’ groups - Friendship circle (single gender groups) in conjunction with Uniting Communities *Choice Theory (Behaviour car); The Tree of Life/anti-bullying /positive relationships /- strengths/resiliency programs school Over the year Over the year Over the year Over the year Term 2 Over the year Increase in student agency/decison making/ negotiation/ creative thinking/problem solving and.. teachers’ dialogue/practice/differentiation strategies and classroom environment reflects understanding/ strategies which result in: -increased attendance with aim to attain 90% attendance -improved behaviour (5% compared to 2015) *Class teachers make contact with parents/caregivers of absent students on a regular basis and enter this into roll books. Counsellor follows up after ongoing absence. *Targeted students supported to attend school via bus pick up from their homes and attain attendance rates commensurate with their peers *Communication with targeted families about benefits of attendance – those families who achieve 95% attendance to be in the draw to win a tablet ; those families of students whose children achieve 100% attendance to be in the draw to win an tablet Targeted students have 5% reduced behaviour incidents compared to 2015 /improved relationships with peers and staff as reflected in EDAS data Students pre and post social skills surveys indicate improved social/peer/learning connections Anecdotal information from girls and staff about improved relationships with peers Re-do student survey to determine growth/improvement mid 2016 attendance trends; collect data on the whole school/Aboriginal students/those using the attendance bus – write up reports to inform stakeholders and governing council Track behaviour / attendance of targeted students to inform stakeholders
-Aboriginal Students -Case management of GOM students -High achieving students - ACEO/AET/ class teachers South Coast health/ACEO Counsellor/ FSA teachers/ Carers *Bounce Back; Program Achieve; Friendly Kids; Play is the Way; Lunch activities etc. Specialised Nunga language/ culture/literacy/numeracy lessons Surf and lifesaving lessons after SMART pedagogy CAMHS/FSA Robotics extension group/differentiated curriculum In Term 1 and reviewed over the year Over the year Aboriginal students have improved NAPLAN results (see Literacy /Numeracy operational plans) / improved attendance ILPs set up and reviewed regularly NEPs/IEPs/ILPs set up in Term 1 and reviewed regularly with emphasis on improved learning outcomes –reflected in attendance, behaviour and NAPLAN data so that social/emotional and academic growth is at an appropriate progress as set out in individual plans Targeted/priority students engage in extra curricula activities/ respond to amended curricula and NAPLAN results as well as student feedback reflect motivation and participation at a high level EFFECTIVE LEADERSHIP Building wellbeing capacity Wellbeing Committee rep. Counsellor/ All staff Counsellor/ All staff Staff/ Principal/DP/ Counsellor Conference- The Mental Health and Wellbeing of Young People Derb Merrett to conduct T&D around positive growth mindset at selected staff meetings Belinda Ryan to conduct staff meeting with an Art Therapy approach to support staff wellbeing (HSW) Policies/Induction folder/buddy teacher/social committee July14th Term 3/4 Term 2 ongoing Wellbeing committee have increased capacity to support their colleagues All staff utilise positive principles and report anecdotally about improved resiliency Staff increase personal resilience/wellbeing and can transfer these strategies to support enhanced resilience in students New provide anecdotal reports and feedback in eDIAF that they feel supported in getting to know their colleagues, the VHR-7 school, its policies, procedures and processes
-Students with special needs -Kindy children moving into Reception/ new enrolments School support Carer support Unit staff, PSW, Year 7 staff, Sp Needs teacher, Counsellor Reception and kindy staff/ DP/ chaplains/ counsellor/ office staff Social Work students VHHS Counsellor/Sp. staff Seminar room Flinders Uni and Uni SA Social Work depts./James Cook Uni FSA/Fleurieu Families/community services/Counsellor Term4 Term 1 Terms1-4 Across the year Term 2 and ongoing feedback from students reflects positive goal setting for future pathways *Year 7 students access familiarising days at their secondary school – high school staff provide anecdotal feedback re Year 8 students – High school teachers liaise with counsellor, special needs staff, year 7 staff. *Pre-school/Kindy visits occur for students; parents of Kindy children meet with staff; school tours for new enrolees; new parent connections formed with special morning teas *Smooth transitions into school with settled students and minimal behaviour/emotional issues as recorded in EDSAS *Classes work with buddy classes on a regular basis Social Work students work with individuals and groups of students Students engage in and are challenged to participate in wellbeing activities such as Sports’ Day, SRC, Student Wellbeing Action team, Mad Hair day, Pyjama day, grandparent days etc.as part of student agency Carers who are not parents attend community support groups run by FSA, Fleurieu Families; Disability Services SA; Grandparents as carers; and work with the school counsellor IMPROVEMENT AGENDA EDSAS Data RAAP reporting processes EC reporting processes DECD Integrated Services e.g. Attendance Counsellor Behaviour Coach Ongoing Data is analysed, communicated to relevant stakeholders showing how the interventions/programs listed above have made a positive difference to behaviour /attendance / participation /engagement for priority students Target of 90% reached for attendance; 5 % improvement for behaviour Grants for the continuation of the attendance bus and for RAAP support for the disengaged boys’ group to be applied for late 2016 in readiness for 2017