2021-2024 Captains Flat Public School SIP

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Strategic Improvement Plan 2021-2024Captains Flat Public School 1502Page 1 of 6Captains Flat Public School (1502) -2021-2024Printed on: 22 March, 2021

School vision and contextSchool vision statementSchool contextWe will work collaboratively to deliver equity and excellence. We are committed to ensureall students become successful learners, confident and creative individuals, and active andinformed citizens.Captains Flat Public School is in the Southern Tablelands, 45 kilometres from Queanbeyan.It was established in 1884. The school has a strong sense of tradition, history andbelonging.In 2019, the school has 32 families with a total of 51 students. 16% of students identify asAboriginal having descent. The school structure this year, consists of 1 Kindergarten classand 1 multi-grade classes, with four full time teachers and one part time teacher. The schoolhas a Family Occupation and Educational Index rating of 124 (2019).Our school values and culture of Respect, Responsibility and Resilience underpin our dailywork in ensuring an ideal learning environment for all students in all settings.The school has a strong emphasis on literacy and numeracy and takes pride in theprovision of a broad base curriculum to ensure that students have opportunities toparticipate in areas of individual interest and talent.Page 2 of 6Captains Flat Public School (1502) -2021-2024Printed on: 22 March, 2021

Strategic Direction 1: Student growth and attainmentPurposeInitiativesSuccess criteria for this strategic directionAssessment will be developed/sourced and usedregularly across all stage levels and subject areas. Staffwill use data, driven by these assessments, to highlightstudent growth against the syllabus. Students will bemade aware of their own progress and what they need todevelop in order to progress and feel confident with theirlearning.Build teacher capabilities to ensure data collection is usedto inform teaching and provide feedback to students sothat learning is maximised for all.Initiative 1: Data Skills and UseDifferentiation is critical in small schools. Curriculumdelivery needs to be tailored to the correct levels forstudents to achieve their best. This will includeadjustments being provided for supported learning whererequired, and increased challenges to others. In order tomaximise the learning outcomes for every student, all staffwill focus on how differentiation can occur in teaching andlearning programs.Improvement measuresNAPLAN Top Two Bands A minimum of 36% of Year 3 and Year 5 studentsachieve in the top two bands in NAPLAN Reading(School Based target). A minimum of 20% of Year 3 and Year 5 studentsachieve in the top two bands in NAPLAN Numeracy(School Based Target).NAPLAN Value-Add Systematic analysis and use of Literacy andNumeracy Progressions to personalise teaching forall students. Develop school-based methods for tracking progressand growth of students. This could include use of theProgressions for tracking on specific individuals,learning areas and directions.All teachers use formative assessment data to accuratelytrack and monitor student achievement across areas inboth Literacy and Numeracy. Staff will employ reflective strategies to assess theirpractice, this could include the incorporation of theSmall School Learning Community and QTR.Students are involved in their learning through knowingthe success criteria and that they are able to discuss whatthey are working towards achieving.Teachers and support staff use curriculum differentiationeffectively to ensure that all students are able to learn andprogress at their ability levels. Class structures are developed, enhanced andutilised to support students working to their fullpotential in most Key Learning Areas. Professional Learning is sourced to supportdevelopment of how to achieve curriculumdifferentiation in multi-age/multi-staged classroomsettings. Staff use ICT to effectively communicate, program,plan and monitor student progress.Value added in K-3 moves closer to the expectednorm for 'Delivering'. Page 3 of 6School based assessment practices are continuouslyevaluated and analysed for their effectiveness andadjusted accordingly.Initiative 2: Curriculum DifferentiationTeaching and Learning Programs reflect personalisationof individual student needs and students are grouped influid and flexible styles that allow each student to work attheir ability level in English and Mathematics.The school will seek out evidence based methods thatcan be used in a small school context that assist inplanning and preparing for teaching the curriculum withmulti-age/multi-stage classrooms.Students will have the opportunity to extend their abilitiesin areas of strength.Value added in 3-5 and 5-7 continues at 'Sustainingand Growing', moving towards 'Excelling'.Teaching staff have open communication on studentprogress and what needs to occur to move studentsfurther.Progressions All teaching and learning programs are responsive to theneeds of all learners, showing evidence of revisionsbased on feedback on teaching practices, studentassessment and continuous tracking of student progressand achievement.80% Kindergarten students will achieve within theexpected end of year progression for UnderstandingTexts (4) in Literacy and Quantifying Numbers (4) inNumeracy.Evaluation plan for this strategic directionThe extent to which students are self-directed learnerswho are aware of their own progress along with dataAll students achieve or exceed growth in Literacyand Numeracy using literacy and numeracyCaptains Flat Public School (1502) -2021-2024Printed on: 22 March, 2021

Strategic Direction 1: Student growth and attainmentImprovement measuresEvaluation plan for this strategic directionprogressions, Plan2 data and syllabus indicators.directing future learning, would be determined by usingthe following data sources to analyse the effectiveness ofinitiatives:Data Skills and Use Teaching and Learning Programs show evidence ofhow data is being used to inform teaching andteaching directions. Student progress checked and monitored againstprogressions and syllabus stands. PLAN2 may beused to inform practice in these areas. School practices reflect the processes for managingdata, with continuous professional learning tomaintain staff proficiency. NAPLAN data School Excellence Framework (SEF) used to assistin setting future directions. Check-In Assessments are used and data used toinform practices. Teaching and Learning Programs show evidence ofdata informing classroom practice with ongoingadjustments. Student work samples demonstrate personalisedsuccess criteria and build on prior learning. Additional support resources that are being used tosupport curriculum differentiation and formative andsummative assessment are evaluated annually, andadjusted accordingly to support the direction of theinitiatives.Curriculum Differentiation Teaching and Learning Programs reflect howstudents are working at their ability levels, and whatneeds to be done to progress students further. Thiswill include the inclusion of learning Intentions,success criteria and effective student feedback. Staff have developed and effective ICT tool forprogramming, planning and monitoring of studentprogress.School Excellence Framework (SEF) SEF element 'Data Skills and Use' - Focus themes'Data use in teaching' - Excelling. SEF element 'Curriculum' - Focus themes'Differentiation' & 'Teaching and Learning Programs'- Excelling.Page 4 of 6Captains Flat Public School (1502) -2021-2024Printed on: 22 March, 2021

Strategic Direction 2: Innovation and EngagementPurposeTeaching and Learning Programs will be focused oninnovation and engagement. Teachers will workcollaboratively, by sharing expertise and providingfeedback to one another. Students will work in methodsthat are evidenced based that promote engagement intheir learning. Engagement with the extended learningcommunity will be explored and encouraged to highlightthe unique nature of our school and context.When students are engaged with their learning throughinnovative techniques, they value their learning. Thisleads directly to improved well-being through a holisticapproach to teaching and learning.InitiativesInitiative 1: InnovationThe school will take an approach to actively seek outinnovative practices that will engage learners and inspirethem to learn and succeed. This will be achieve through: Improvement measuresCollaborative Practice Expertise Embedded practice of 'Collaborative Practice' isexhibited in Teaching and Learning Programs andthrough teacher discussions.Quality Teaching Rounds is in operation, within andacross schools.Staff are sharing their expertise within and acrossschool networks. Innovation Professional Development Plans reflect 'innovation'as an area of development each year, with theschool using Professional Development funding tosupport this improvement.A system for evaluating Innovative Practices is in usefor measuring the effectiveness of tools employed inthe school.Page 5 of 6Build all staff capabilities to work in cooperativeteaching environments. Ensure that all staff areinvolved in the processes of setting up a cooperativeteaching contract. This could also involve staffvisiting and learning from other settings using thismethodology for teaching.Identify and implement the best form of QualityTeaching Rounds (QTR), that can effectively operatewithin a small school context. This should involveclassroom teachers collaborate with staff in otherschools to share and embed good practice.The school will establish a forum to facilitateprofessional dialogue around collaborate teachingpractices, methodology and effective classroompractice.Teaching staff being able to demonstrate and sharetheir expertise within their school and with otherschools.Teachers are supported to trial innovative orevidence-based, future focused practices.Establish a process by which innovative practicesare evaluated, refined and scaled to continue toachieve success.The school will actively seek out methods to engagestudents, parents and the greater community to becomeinvolved in the school programs and processes. Studentshave shown that involvement with a variety of sourcesleads to improved wellbeing and greater engagement inthe learning process. This will be achieved through: The school will continue to gather regular feedbackon school performance from students, staff, parentsand the broader school community. The school develops a culture of high expectationsand effectively caters for a range of equity issues inthe school.Teachers actively seek out, discuss and implementvarying forms of innovative practices.EngagementSuccess criteria for this strategic directionCaptains Flat Public School (1502) -2021-2024All classroom based staff demonstrate increasedexpertise in teaching students using collaborativeteaching methods and have embed these practices intoteaching and learning programs.Teaching staff have a established a forum forcollaborating with teaching staff from other schoolcontexts, and this is used to share good teachingpractices and methodologies.Innovative school and teaching practices are used,evaluated, refined and scaled.Initiative 2: EngagementFeedback is collected and used on a regular basis to helpinform school performance and directions.The school has developed a culture of continuousimprovement towards teaching and learning.Technology is widely available and being used expertlywithin classroom programs.All staff, both teaching and non-teaching, are beingeffectively utilised in meeting the needs of all studentsacross the school.Attendance data of students is maintained at a high level,with students feeling valued, known and cared for.Evaluation plan for this strategic directionThe extent to which students are succeeding through'Innovation and Engagement' practices will be determinedby using the following data sources to analyse theeffectiveness of initiatives: Wellbeing Framework - Self-Assessment pre andpost data. Professional Development Plans.Printed on: 22 March, 2021

Strategic Direction 2: Innovation and EngagementImprovement measuresInitiativesEvaluation plan for this strategic direction TTFM Wellbeing data for 'Advocacy and Belonging'is at or above 90%. Develop a culture of continuous improvement ofteaching and learning. Parental and School Community involvementcontinues to increase yearly as reflected throughparticipation rates in school programs, events andvoluntary work. Technology that supported learning is available andexpertly integrated into lessons by classroom staff. The school uses teaching and non-teaching staff tomake best use of available expertise to meet theneeds of students.Wellbeing Attendance data shows an increase in thepercentage of students attending greater than 90%of the time to be at or above the lower bound schoolbased goal. TTFM Wellbeing data increases to be at or above85% in all areas. The school implements evidence based change towhole school practices, resulting in measurableimprovements in wellbeing and engagement tosupport learning. Planning for student learning, wellbeing and theirspecific learning needs are developed withparent/carer consultation. School Attendance Data Incident Reports - Sentral Suspension Data Tell Them From Me (TTFM) - Student Wellbeing,Family Satisfaction. Family/community focus group feedback on theeffectiveness of the partnerships in learning.School Excellence Framework (SEF) SEF element 'Learning and Development' - Focusthemes 'Collaborative Practice and Feedback' &'Expertise and Innovation' - Excelling. SEF element 'Educational Leadership' - Focus theme'Community Engagement' - Excelling. SEF element 'Learning Culture' - Focus theme 'HighExpectations' - Excelling. SEF element 'Wellbeing' - Focus theme 'A plannedapproach to Wellbeing' - Excelling.Page 6 of 6Captains Flat Public School (1502) -2021-2024Printed on: 22 March, 2021

(School Based target). . School based assessment practices are continuously evaluated and analysed for their effectiveness and . Page 3 of 6 Captains Flat Public School (1502) -2021-2024 Printed on: 22 March, 2021

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