Achievement Targets 2016 These are the targets the school has committed to reach by 2016 as part of the Delivery and Performance Agreement. Interim Targets 2014 and 2015 targets are used as interim or ‘stepping stone’ targets heading toward the 2016 Achievement Targets. Interim targets will be set for 2015 dependent on progress toward and attainment of the 2014 targets. Stretch Targets 2016 These are aspirational targets the school has set. Target Area Interim Targets 2014 Interim Targets 2015 Achievement Targets 2016 Stretch Targets 2016 WACE graduation ≥ 99% ≥ 99% ≥ 95% ≥ 98% Median ATAR > DOE and within 1% of Like Schools. > DOE and within 1% of Like Schools (to be determined, dependent on cohort) > DOE and equal to Like Schools (to be determined, dependent on cohort). > DOE and Like Schools and within 2% of State mean. ATAR Triciles ≤ 33% of students in the low tricile ≤ 33% of students in the low tricile ≤ 33% of students in the low tricile. Achieve distribution in each tricile. ATAR students with 1 or more scaled scores of 75+ ≥ 15% ≥15% (to be determined, dependent on cohort) ≥ 15% (to be determined, dependent on cohort) ≥ 18%. Attainment Rate. ATAR > 55 and /or completion of Cert II or higher ≥ 90% > 90% ≥ 95% Full qualification achievement— Certificate II or higher ≥ 75% ≥ 85% ≥ 90% Year 12 Stage 2 and 3 course achievement Stage 2 and 3 course means ≥ State means. 2 and 3 course means ≥ State means NA NA Target Area Interim Targets 2014 Interim Targets 2015 Achievement Targets 2016 Stretch Targets 2016
WACE Literacy and Numeracy Requirements 90% of Year 10 students achieve requirements 90% of Year 10 students and 95% of Year 11 students achieve requirements 90% of Year 10 students and 95% of Year 12 students achieve requirements All Year 12 students achieve requirements Year 11 ATAR Course Achievement Percentage of A and B grades ≥ DOE and Like Schools. Percentage of A and B grades ≥ DOE and Like Schools. Percentage of A and B grades > DOE and Like Schools. Percentage of A and B grades > DOE and Like Schools. Year 11 General Course Achievement NA Percentage of A and B grades ≥ DOE and Like Schools. To be determined when new assessment structure available. To be determined when new assessment structure available. Year 12 ATAR Course Achievement NA NA Course means ≥ State mean. Course means > State mean Year 12 General Course Achievement NA NA Percentage of A and B grades > DOE and Like Schools. Percentage of A and B grades > DOE and Like Schools. NAPLAN Reading (Year 9) 55% of students ≥ Band 8 55% of students ≥ Band 8 55% of students ≥ Band 8 60% of students ≥ Band 8 Mean > State and Australian means Mean > State and Australian means. Mean > and Australian means. . Mean > State and Australian means. NAPLAN Writing 50% of students ≥ Band 8 55% of students ≥ Band 8 55% of students ≥ Band 8 60% of students ≥ Band 8 Mean > State and at the Australian mean Mean > State and at the Australian mean Mean > State and above the Australian mean. Mean > the Australian mean. Reduce percentage of students < national minimum standard from 2013 level. Reduce percentage of students < national minimum standard from 2014 Less than 3% of students < national minimum standard. Less than 2% of students < national minimum standard. Increase the mean of the stable cohort from Year 7 to Year 9 Increase the mean of the stable cohort from Year 7 to Year 9. Increase the mean of the stable cohort from Year 7 to Year 9 Increase the mean of the stable cohort from Year 7 to Year 9 at Australian mean, boys at State mean Girls > Australian mean, boys > State mean Girls > Australian mean, boys at Australian mean All students > State and Australian mean. NAPLAN (Year 9) Spelling Spelling mean at State mean Spelling mean > State mean. Spelling mean > State mean and at Australian mean Spelling mean > Australian mean Target Area Interim Targets 2014 Interim Targets 2015 Achievement Targets 2016 Stretch Targets 2016
Focus Area 1 Teaching A School-Wide Pedagogy that both challenges and supports students relating to their experience, stage of development and background. Operational Strategies Indicators of success Teachers incorporate the School-Wide Pedagogy (SWP) into their teaching and learning programs. Collaborating Peer coaching – teachers together and from one another by observation and reflective discussion. Use a whole school approach to peer classroom observation to provide robust, professional feedback (Focus 2014) Year 7(from 2015) and 8 Learning Relevance Teachers connect learning to the world, life and the future. Reflecting Teachers reflect on their teaching and learning programs and student achievement. Engaging Teachers challenge and maintain student interest in their learning. All teachers are using the SWP framework in delivering their lessons. The SWP forms the basis of Performance Management for teachers All teachers engage in a minimum of 1 classroom visit each semester and provide feedback and support for colleagues. Teachers work and meet on a regular basis to discuss student progress and learning programs. Teachers incorporate relevant examples in to teaching and learning programs and into classroom practice. Positive feedback from student surveys All staff use a reflective journal and reflective practices on a regular basis. All staff analyse student achievement data to inform their teaching practices. All teachers incorporate Cooperative Learning and Formative Assessment strategies into their teaching and learning programs. Common literacy and numeracy strategies understood and used in all classes. Incorporate Australian Curriculum general capabilities and cross-curricula themes across Learning areas Positive feedback from student, parent surveys All teachers access Classroom Management Strategies (CMS) training and/or graduate professional learning. 100% of teachers have accessed CMS and/or graduate training by the end of 2016. (80% 2012) (90% 2013) Operational Strategies Indicators of success
Sustainability of school resources and reduction of school’s carbon foot print, including investigation into further rainwater tanks, upgrading of the school dam and recycling of Reduction in use of paper and paper costs. Reduction in energy use and utility costs. Greater use of drought tolerant plants, savings. All and students use energy/water saving strategies in the school. Connection to reticulated gas supply. FTE: $ Contingencies: $30,000 Investigation of security/fencing on western and northern side of the school and the school Major upgrade to school and adjoining shire ovals (2015 – 2016). Reduction of vandalism to school property. Safe environment on ovals—free from glass/dog waste. Uniform perimeter fencing/improvement to aesthetics and safety for students and staff. Signage for ovals, indicating access restrictions. and school ovals integrated to improve oval quality through joint management between Shire and the school. FTE: $ Contingencies: $200,000 Use of a variety of strategies to improve the school’s declining collection rate for contributions and charges. 73% (2012), 81% (2013) ≥ 85% collection rate in 2014; ≥ 90% by 2016 45% (2012), 56% (2013) ≥ 60% voluntary contribution collection rate (e.g. library, chaplain, computers, P&C levy) as an annual collection rate. FTE: $2,000 Contingencies: $1,000 Negotiate with Kalamunda ESC for proportional payment for teacher FTE, shared services, and resources e.g. School First Aid Officer, IT technician, FTE: $ Appropriate funds transferred from Kalamunda ESC. Contingencies: $ Ongoing implementation of 2013 Audit recommendations School achieves at a satisfactory rating across all categories in the next audit.