2010 ANNUAL REPORT NATIONAL PARTNERSHIPS‐BCE LOW SES SCHOOLS AGREEMENT: FUNDS RECEIVED: Milestones Achieved $59 400 FUNDS EXPENDED OUR LADY OF FATIMA SCHOOL, ACACIA RIDGE $59 400 FUNDS ROLLED OVER TO 2011 NIL Details of Achievement: Please record details of achievement here Publishing, implementation, review of and any amendments to school School implementation plan has been reviewed in Term 4 2010. implementation plan Ongoing review is required. As we will have three new class teachers in 2011, we will need to make them familiar with the plan and provide professional development as needed. How was/is the local school community consulted on the development and or Parents were consulted during P and F meetings Term 3 and 4 2010. implementation of the school strategy URL for location of plan on school website (please fill in) http://www.ourladyoffatima.qld.edu.au/html/ourschool/renewal/national_partnerships_plan.pdf Please comment on any professional learning undertaken by staff in relation to All teachers and Principal participated in Professional Development workshops “Teaching Comprehension”. the plan Presented by Pam Pearson and Sandra Easey from Griffith University (The principal has been working with these educators on the PALL project). Professional Development in use of interactive whiteboards (presented by Danielle Carter BCE) for literacy and maths. In 2011 staff will engage in professional development with the new mathematics curriculum. Outcomes for identified cohorts, such as Indigenous students, students with a PM Benchmarks‐ All targeted groups have experienced significant improvement as a result of the introduction of disability, students with other additional Literacy Blocks/Rotations with the assistance of additional teaching staff. This has allowed students to work in learning needs, students from a non‐
smaller groups on targeted focus areas. The following table highlights the numbers of children achieving below English speaking background, refugees and expected levels at the end of Semester 1 and how this number has decreased significantly at the end of Semester homeless students; 2.  participation in national testing for these cohorts; and  numbers of students achieving various high and low levels of student learning outcomes in externally verified testing eg NAPLAN and other internally verified school assessments Activities supporting Indigenous
students
Provide descriptions of where strategies support Indigenous students. Describe specific achievements to date and include descriptions of the strategies or factors involved in the achievements. Good practice
Highlight any strategies demonstrating outstanding results, or indication of successful implementation. Include a copy of or link to any report or material that Year 1 Semester 1 Year 2 Semester 1 Year 3 Semester 1 Year 4 Semester 1 Year 5 Semester 1 Year 6/7 Semester 1 84% reading below Level 5 64% reading below Level 10 72% reading below Level 15 54% reading below Level 25 40% reading below Level 28 46% reading below Level 30 Semester 2 Semester 2 Semester 2 Semester 2 Semester 2 Semester 2 30% reading below Level 5 16% reading below Level 10 27% reading below Level 15 18% reading below Level 25 16% reading below Level 28 31% reading below Level 30 Analysis of NAPLAN data 2009 and 2010 There has been increased analysis of NAPLAN data utilising the SUNLANDA program. Data has been analysed to determine the percentage of children in each band in 2009 and 2010. This data will be further analysed during the pupil free days in January 2011 and will be used to inform planning. (This data is attached to the report) Assistance of ESL teacher, Literacy Numeracy Teacher in small group activities for literacy with an emphasis on speaking and listening. General in class support from Teacher Aide. Targeted Early Years indigenous students have demonstrated more confidence in their ability and a willingness to try to complete some tasks independently. Reading to Learn‐ during 2010 our Literacy Numeracy Improvement Teacher, ESL teacher and Year 7 teacher completed Professional Development in Reading to Learn. As part of this project the teachers developed skills to assist students with their writing. The children have demonstrated significant improvements in their writing ability as a result of this intensive instruction. Three samples of work are attached; one of a very capable student, one of an ESL student and another of a student with lower ability. In all three cases the students’ work samples show illustrate this. considerable improvement. This project will continue next year in the Year 7 classroom. It is anticipated that the Year 5/6 and Year 3/4 teachers will also participate in professional development in Reading to Learn. The LNIT and ESL teachers will present information on Reading to Learn to the staff during the professional development days in January 2011. School can report against other milestones as required 
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Literacy blocks are now occurring in every classroom. Each class has intensive literacy lessons where all literacy skills are taught and developed. This has led to the introduction of numeracy rotations in some classrooms. This year the LNIT and ESL teacher has purchased and produced levelled literacy games. Each teacher has participated in Curriculum Planning Days utilising the knowledge and support of LNIT, ESL teacher, STIE, CST and Teacher Librarian. The Year 6/7 class has implemented Junior Toastmasters to assist with improving speaking and listening skills. The Year 2/3 students produced PowerPoints of very high standard using research skills, computer skills and literacy skills. The children were carefully scaffolded in this project which allowed them to produce excellent results.