Annual Implementation Plan: for Improving Student Outcomes
School name: Glenroy Specialist School
School number: 4915
Year: 2017
Based on strategic plan: 2015-2018
Endorsement:
Principal Raelene Kenny 20 February 2017
Senior Education Improvement Leader Jason Coningsby [date]
School council Debbie Taylor 20 February 2017
Section 1: The school’s Improvement Priorities and Initiatives
Report here the goals identified in the current School Strategic Plan and tick the Improvement Initiative/s that your school will address in this Annual Implementation Plan: for Improving Student Outcomes.
School Strategic Plan goals




To improve learning across the school with a particular focus on students who have
PMLD, higher cognition, complex health needs and students who are more physically
independent
To build the engagement in learning for every student.
Ensure all students are learning in a positive environment.
To manage and align resource allocation according to school goals and priorities
Improvement Priorities
Improvement Initiatives

Building practice excellence
Excellence in teaching and learning
Curriculum planning and assessment
Professional leadership

Building leadership teams
Empowering students and building school pride
Positive climate for learning
Setting expectations and promoting inclusion
Community engagement in learning
Building communities

Improvement Initiatives rationale:
Explain why the school, in consultation with the Senior Education Improvement Leader (SEIL), has selected the above Improvement Initiative/s as a focus for this year. Please make reference to the evaluation of school
data, the progress against School Strategic Plan (SSP) goals and targets, and the diagnosis of issues requiring particular attention.
Excellence in teaching and learning: Curriculum planning and assessment.
The 2015-2019 Strategic Plan in the area of student achievement sets the goal:’ To improve learning across the school. The Achievement target was set as ‘by 2019 the school staff will demonstrate
that they have the necessary skills, expertise and resources to provide excellent learning for all students. The indicative measure of achievement of this goal was a rating of 85% for Collective Efficacy
in the 2019 staff survey. With a school wide focus on continuous improvement the goal remains valid but the 2016 rating for staff efficacy is 87.56% across all staff. This far surpasses our estimate for
professional growth and is indicative of the school having a strong and successful model for building practice excellence. The focus for growth in this area for 2017 will be on curriculum planning and
assessment. In 2016 the school has used the Victorian Curriculum in all classes and PLTs have grown as groups of excellence for each stage of the pre foundation levels. The identified need is to
maximise time on task by integrating learning experiences.
Community Engagement in Learning: Building Communities
Due to the complex disabilities and general compromised wellbeing of our students Glenroy Specialist School has an exceptionally high student absence rate. The target set in the 2015-2019 Strategic
Plan was to reduce the average number of student absences from 48 days in 2014 to 38 days in 2019. Current data indicates a steady growth in student absence levels to an average of 57.08 days in
2016. The school does not have a truancy problem and the data shows that 94% of absences are for ill health or hospitalisation. In 2016 a Home based learning Support program was trialled and was
deemed highly successful by all families involved. The focus for growth in the area of building communities will be developing stronger links between school based classes and students at home or in
hospital. These links will include the sharing of skills, strategies and resources with the staff of the RCH Education Institute to enable them to better support our students who are inpatients and other
inpatients who have learning needs outside of the mainstream.
Published: February 2016
Key improvement strategies (KIS)
List the Key improvement strategies that enable the implementation of each Improvement Initiative. This could include existing strategies already being implemented as well as new ones identified through analysis of
data, evaluation of impact of prior efforts, measurement of progress against targets and the diagnosis of issues requiring particular attention. KIS may be specific to one outcome area or applicable across several areas.
Improvement initiative:
Curriculum planning and
assessment
Building communities
Key improvement strategies (KIS)


Redesign our program planning and delivery to develop and trial a model where curriculum elements are integrated into longer teaching block
experiences
Review Literacy and Numeracy goal banks to align with the Victorian Curriculum


Expand Home based learning support program for students who are unable to attend school for extended periods
PD program developed in consultation with NWVR student wellbeing staff to maximise support for staff and students in mainstream schools
Published: February 2016
Section 2: Improvement Initiatives
Each table below is designed to plan for and monitor each Improvement Initiative. Add or delete tables – one for each Improvement Initiative from Section 1 on the previous page. You can also add or delete rows so that there is
alignment and line of sight between the key improvement strategies, actions, success criteria and monitoring. The goals come directly from your School Strategic Plan (SSP) – you will find it helpful to keep them in the same order.
Please not that, in the progress status section,    respectively indicate:  not commenced or severely behind schedule,  slightly behind schedule but remediation strategies are in place to get back on schedule and
 on schedule and/or completed.
STRATEGIC PLAN GOALS
To
To
To
To
improve learning across the school with a particular focus on students who have PMLD, higher cognition, complex health needs and students who are more physically independent
build the engagement in learning for every student.
ensure that all students are learning in a positive environment.
manage and align resource allocation according to school goals and priorities
IMPROVEMENT INITIATIVE
STRATEGIC PLAN TARGETS
Curriculum planning and assessment
By 2019 the school staff survey will demonstrate staff commitment to a positive learning environment with a score of 95% or higher in the areas of Collective Responsibility and Collective Focus.
By 2019 the school staff will demonstrate that they have the necessary skills, expertise and resources to provide excellent learning for all students. This will be demonstrated in an increase in the rating for
Collective Efficacy in the staff survey moving from 78% in 2014 to 85%.
12 MONTH TARGETS
MONITORING
KEY
IMPROVEMENT
STRATEGIES
Redesign our
program planning
and delivery to
develop and trial a
model where
curriculum
elements are
integrated into
longer teaching
block experiences
Review Literacy
and Numeracy goal
banks to align with
the Victorian
Curriculum
ACTIONS








2017 timetabled prepared to support trial
Extra ES staff appointed to each
subschool to ensure levels of support
when staff absent 6 x .85 ES level 1.1
$200,622
Support staff allocated to classes
Therapy timetabled modified to support
therapy inclusion in extended program
Ongoing professional development
program focusing on the integration of
curriculum: planning models, classroom
modelling, coaching, classroom
observations and feedback
Review of trial
Appoint Leading teachers as curriculum
area leaders
Review of Glenroy Specialist School Goal
banks in numeracy and literacy to
ensure that they are Victorian
Curriculum compliant
WHO
SUCCESS CRITERIA
WHEN
AP
Leading
teachers
PLT leaders
Teachers
Therapists
nurses
ES staff
DEC
2017
AP
Leading
teachers
teachers
DEC
2017
Progress
Status
6 months:
 all classes have integrated teaching block as part of

weekly program
Feedback from PLTs indicate growth in staff skills
planning and delivery integrated learning
  
12 months:
 Feedback from PLTs indicate growth in staff skills
planning and delivery integrated learning
 Teachers reporting high levels of achievement
against professional Practice goals in P and D
reviews
 Transfer of planning model across the week
  
6 months:
 Curriculum leadership PLT audit existing Literacy
Goals
 Curriculum leadership PLT audit existing Numeracy
Goals
  
12 months:
 English Goal bank established for use in developing
2018 Individual Education Plans
 Mathematics Goal bank established for use in
developing 2018 Individual Education Plans
  

Published: February 2016
Evidence of impact
[Drafting Note report here the quantifiable school
and student outcomes and/or qualitative information
about the change in practice]
Budget
Estimate
YTD
Section 2: Improvement Initiatives
STRATEGIC PLAN GOALS
To improve learning across the school with a particular focus on students who have PMLD, higher cognition, complex health needs and students who are more physically independent
To build the engagement in learning for every student.
To ensure that all students are learning in a positive environment.
To manage and align resource allocation according to school goals and priorities
Building communities
By 2019 the number of days that students are absent for medical conditions will be reduced from an average of 48 days per student in 2014 to an average of 38 days per student.
IMPROVEMENT INITIATIVE
STRATEGIC PLAN TARGETS
By the end of 2017, 95% of parents whose children are supported by the home based learning program will indicate very good or better satisfaction with the program
By the end of 2017, 90% of students on home based learning support, in home tuition will have regular electronic contact with their school based class
12 MONTH TARGETS
MONITORING
KEY
IMPROVEMENT
STRATEGIES
Expand Home
based learning
support program
for students who
are unable to
attend school for
extended periods
ACTIONS

Regular Home based learning visits by
trained Education Support Staff for
students not well enough to be at school
1 1/2x ES staff at Level 1 range 2
=$75.853
Home based learning Program
Budget for electronic resources and
specialised equipment $3,050

Electronic links using zoom between
home and classroom to support home
based students’ participation in classroom
learning.

Coaching of RCH Education Institute staff
to support RCH based GSS students’
engagement in learning and connection
to the classroom
Electronic links between classroom and
RCH to enable hospital based students’
participation in classroom programs
Expansion of at home learning packs and
development of a system to record and
assess student participation and learning
growth


WHO
Leading
Teacher
Class
teacher
Therapy
team
2x ES staff
members
WHEN
DEC 2017
SUCCESS CRITERIA
Progress
Status
6 months:
 students with extended absences from school having at
  
least 1x weekly home based learning visit that includes
linking the classroom and home
 positive feedback from families
 positive feedback from teachers and ES staff
12 months:
 students with extended absences from school
having at least 1x weekly home based learning
visit that includes linking the classroom and home
 positive feedback from families
 positive feedback from teachers and ES staff
 records of interactions between RCH staff and
school to engage students in classroom learning
Published: February 2016
  
Evidence of impact
[
Budget
Estimate
YTD
Section 3: Other Improvement Model Dimensions
STRATEGIC PLAN GOALS
Ensure all students are learning in a positive environment
OTHER IMPROVEMENT MODEL
DIMENSIONS
STRATEGIC PLAN TARGETS
Positive climate for learning
By 2019 the school staff survey will demonstrate staff commitment to a positive learning environment with a score of 95% or higher in the areas of Collective Responsibility and Collective Focus
12 MONTH TARGETS
KEY
IMPROVEMENT
STRATEGIES
Implement the
School Wide
Positive Behaviour
Support
Framework across
the school
MONITORING
ACTIONS
Develop school specific behaviour purpose
statement
PD for staff focused on the consistent
implementation
Develop student behaviour matrix
Develop Behaviour matrix classroom resource
materials
WHO
Principal
Project
Leader
Project
Team
All staff
SUCCESS CRITERIA
WHEN
DEC 2018
Progress
Status
6 months:
 school specific purpose statement developed with input


  
from all staff
staff demonstrate understanding of adult behaviours to
support positive behaviours in their daily practice
student positive behaviour support plans developed
12 months:
 Teachers discussing impact of positive behaviour
support on learning of all students as part of P and
D reviews
 Student behaviour matrix published and displayed
across the school
Published: February 2016
  
Evidence of impact
[Drafting Notes report here the quantifiable school
and student outcomes and/or qualitative information
about the change in practice]
Budget
Estimate
YTD
Section 4: Annual Self-Evaluation
Improvement model
dimensions – note statewide Improvement Initiatives
are bolded
Is this an
identified
initiative or
dimension
in the AIP?
Continuum
status
Evidence and analysis
Building practice excellence
Select
Select status
[Drafting note For current AIP improvement initiatives and/or dimensions, please provide a succinct and conclusive statement referring to the monitoring section of this plan. This
statement can refer to the progress status and/or make reference to the achievement of the appropriate goals, targets and success criteria.]
Yes
Select status
Evidence-based high impact
teaching strategies
Select
Select status
Evaluating impact on learning
Select
Select status
Building leadership teams
Select
Select status
Instructional and shared
leadership
Select
Select status
Strategic resource
management
Select
Select status
Vision, values and culture
Select
Select status
Empowering students and
building school pride
Select
Select status
Setting expectations and
promoting inclusion
Select
Select status
Health and wellbeing
Select
Select status
Intellectual engagement and
self-awareness
Select
Select status
Building communities
Select
Select status
Global citizenship
Select
Select status
Networks with schools,
services and agencies
Select
Select status
Parents and carers as partners
Select
Select status
Community
engagement in
learning
Positive climate for
learning
Professional
leadership
Priority
Excellence in teaching and
learning
[Drafting Note Annual self-evaluation section enables schools to continuously collect, monitor and analyse school data about all aspects of school performance. This ensures that all aspects of school performance are considered throughout the year and that any
risks, issues and opportunities are identified as they emerge. The Annual self-evaluation against the Continua of Practice should be completed as data becomes available]
Curriculum planning and
assessment
Reflective comments: [Drafting Note Please use this section to summarise your learnings from the self-evaluation process, including professional growth and key findings]
Confidential cohorts analysis: [Drafting note This section is not for public distribution. Report here the extent to which cohorts of students within the school (including Koorie, high ability, refugee, EAL, PSD, out of home care
students, etc.) are being supported and challenged, leading to an inclusive and stimulating environment for all students]
Considerations for 2018:
Published: February 2016