Helensvale State High School
State High School
Annual Implementation Plan 2017
School Improvement Priorities 2017
Improvement Priority Spotlight: Reading and Numeracy
Strategy: Reading
Actions
Targets
Timelines
Increase percentage Upper Two bands (U2B) through
differentiated reading lessons which focus on complex
texts with text-dependent questions and reading stamina
U2B
Year 7 25%
Year 9 25%
Term 1/2 2017
with review
Levelled Literacy Intervention (LLI) embedded in FLIP
English classes to develop reading comprehension in
students reading below year level expectation
Created LLI classes within timetable for identified
students from years 7 to 10. Create LLI lead teacher
position.
Tactical Teaching of Reading activities embedded in all
KLAs through both curriculum documentation and
classroom practice.
Responsible Officer/s
Chief Curriculum Officer
DP Jnr Secondary
Head of Department Jnr
Secondary English
At or above NMS:
Year 7 99%
Year 9 99%
Term 1/2 2017
with review
Chief Curriculum Officer
DP Jnr Secondary
Head of Department Jnr
Secondary English
LLI Lead Teacher
100% subjects
delivering TTR activities
End 2016
Chief Curriculum Officer
Lead Teacher TTR
Explicit teaching of reading lessons targeting student
achievement in diagnostic testing
U2B and NMS targets
as above; 93% C or
better (English)
Term 1-4 2017
with review
DP Jnr Secondary
Head of Department Jnr
Secondary English
NAPLAN Prep
Year level grouped professional learning teams (PLTs)
sharpen focus on data informed conversations targeted
on the gaps that have been identified through the
Practice Test data.
U2B and NMS targets
as above; 95% C or
better (Maths)
Term 2 2017
Chief Curriculum Officer
DP Jnr Secondary
Head of Department Jnr
Secondary Maths
Actions
Targets
Timelines
Continue to develop teacher skill and student capacity in
use of Polya’s Think Board in numeracy lessons to
improve problem solving strategies
U2B
Year 7 25%
Year 9 20%
Term 1/2 2017
with review
Focused numeracy instruction based on skill deficit
within FLIP classes
At or above NMS:
Year 7 99%
Year 9 99%
Term 1/2 2017
with review
Explicit teaching of numeracy lessons in response to
student needs identified through diagnostic data
U2B and NMS targets
as above; 95% C or
better (Maths)
Term 1/2 2017
with review
Strategy: Numeracy
NAPLAN Prep
Year level grouped professional learning teams (PLTs)
sharpen focus on data informed conversations targeted
on the gaps that have been identified through the
Practice Test data.
Continued implementation of Direct Instruction
(Elementary Maths Mastery) in year 7 and 8 Maths
classes not prototyping other programs
U2B and NMS targets
as above; 95% C or
better (Maths)
U2B and NMS targets
as above; 95% C or
better (Maths)
Term 2 2017
End 2017
Responsible Officer/s
Chief Curriculum Officer
DP Jnr Secondary
Head of Department Jnr
Secondary Maths
Chief Curriculum Officer
DP Jnr Secondary
Head of Department Jnr
Secondary Maths
Chief Curriculum Officer
DP Jnr Secondary
Head of Department Jnr
Secondary Maths
Chief Curriculum Officer
DP Jnr Secondary
Head of Department Jnr
Secondary Maths
Chief Curriculum Officer
DP Jnr Secondary
Head of Department Jnr
Secondary Maths
Prototype Direct Instruction
(Essentials of Algebra and
Connecting Maths Mastery
Concepts F) and Explicit Direct
Instruction with small number of
Year 7 & 8 mathematics classes
Comparative data analysis
between prototype and
‘standard’ classes
Semester 1 2017 with
review for Semester 2
program
Chief Curriculum Officer
DP Jnr Secondary
Head of Department Jnr
Secondary MathsDP EDI
(Broadbeach Alliance)
Improvement Priority Spotlight: Spotlight Let’s IMPACT Thinking
(HOT)
Strategy: Senior School Academic Rigour
Actions
Review quality of summative assessment in all
Senior Authority Subjects to ensure identification of
higher order thinking skills, alignment with
curriculum and instruction and common formative
assessment tasks
Professional Learning Team focus for Senior
Authority subjects on identification of CCEs
and targeted and explicit teaching of CCEs in bolt
on program
Targets
All subjects reviewed by
end of 2017
QCS mean above 175
With 25 As / 60 Bs
Timelines
Responsible Officer/s
Ongoing
across 2017
Principal
Chief Curriculum Officer
DP Snr School
HOD Academic
Performance
Term 3 review
Chief Curriculum Officer
DP Snr School
HODs Academic
Performance / Snr
English
Timelines
Responsible Officer/s
Strategy: Junior School Academic Rigour
Actions
Improve assessment literacy with staff to produce
quality summative and common formative
assessment that focus on CCEs and higher order
thinking
Professional Learning Team focus on identification
of CCEs and HOT in all units and use the IMPACT
model to explicitly teach HOT,
Targets
Common Formative
assessment in each
unit; 100% of
assessment in core
subjects fulfil the
requirement of the GVC
Quality Assessment
Audit tool
LOA % As 25%
LOA A to C 93%
Ongoing
across 2017
Term 3 review
Principal
Chief Curriculum Officer
GVC Lead Teacher
DP Jnr School
HODs
Principal
Chief Curriculum Officer
DP Jnr School
HODs
IMPACT Lead Teacher
Improvement Priority Spotlight: Staff and Student Wellbeing
Strategy: Staff Wellbeing
Actions
Form the Staff Wellbeing Action group to:

Establish a narrow and sharp range of
strategies to address wellbeing

Implement these focused strategies

Review the effectiveness of strategies

Create Wellbeing Action group PLT to meet
once a fortnight to guide action
Targets
Staff are well
supported at this
school – increase
‘agree’ response to
6% to State ave.
Staff in this school are
interested in my
wellbeing – increase
by 6% to State
average
I feel I have a good
work life balance increase ‘agree’
response to 13% to
State average
Timelines
Staff Wellbeing
Action group
established in
Term 1
Programs
implemented
across 2017
Responsible Officer/s
Principal
Guidance Officers
Volunteer staff
Communication Reference
group established to:

Review
communication
strategies across
school

Respond to current
communication
concerns

Feedback from staff
emerging
communication
issues
There is good communication
between staff at this school –
increase by 10% to State
average
Communication Reference
group established in Term 1
Principal
DP Partnerships
IT Coordinator
Programs implemented across
2017
I feel I have a good work life
balance - increase ‘agree’
response to 13% to State
average
Strategy: Student Wellbeing
Actions
Student Support Services Team established as a
PLT to:

Collect, analyse and respond to student
wellbeing data

Review process and program effectiveness

Implement new processes and programs to
respond to wellbeing, behaviour and
attendance data
Targets
Attendance – 93%
overall and 5%
reduction in % of
students with less
than 85% attendance
Positive impact on
Wellbeing data
Timelines
Responsible Officer/s
Team
established as
a PLT in Term
1
Ongoing
across 2017
DP Partnerships
HOD PB4L
Guidance Officers
School Nurse
Chaplain
Improvement Priority Spotlight: Student Goal Setting
Strategy – Student Goal setting
Actions
Establish Goal Setting reference group and continue
the work from 2016 iterations and expand prototyping
to include all of Year 9 and 11 in Semester 1 2017
Review Goal Setting process throughout semester 1
and look to roll out whole school goal setting in 2017
Semester 2
Targets
Implemented in all
Year 9 and 11
classes
Timelines
Responsible Officer/s
End Semester
1
DP Professional Learning
Full school roll out
Semester 2
End of
Semester 2
DP Professional Learning
Targets
Timelines
Responsible Officer/s
93% C or better
Years across all
subjects
25% As across all
subjects
Supervision
and coaching
of PLTs
implemented
by Week 3
Term 1
DP Professional Learning
Model completed
End of Term 1
DP Professional Learning
Review conducted in
Term 2. Revised
iteration implemented
in Semester 2
Processes
established and
implemented in
second half of Term 1
End Semester
1
End of Year
review
Fully
established for
whole school
by end of
Semester 1
Strategy – Response to Intervention (RTI)
Actions
Continue to refine and coach PLT performance and
improve quality and consistency of Tier 1 intervention
through PLT process.
Use PLT productivity criteria sheet to judge
performance and growth of PLTs
Revise our Response to Intervention (RTI) model to
map Tier 1, 2 & 3 level interventions
Review prototype RTI models in Years 7 and 8 Maths
and English classes using the additional English and
Maths lesson allocated
Establish ‘Will’ RTI trial on Monday afternoons for
students who lack the motivation to complete work
DP Professional Learning
DP Professional Learning
Endorsement
This plan was developed in consultation with the school community and meets identified school needs
and systemic requirements.
________________
Principal
_____________________
P and C / School Council
____________________
Assistant Regional Director