Strategic Improvement Plan 2021-2024 - Casino Public School 1526 - Amazon AWS
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Strategic Improvement Plan 2021-2024
Casino Public School 1526
Page 1 of 7 Casino Public School (1526) -2021-2024 Printed on: 13 April, 2021School vision and context
School vision statement School context
At Casino Public School, we learn on the lands of the Galibal people of the Bundjalung Casino Public School is a Preschool to Year 6 primary school and is situated in the rural
Nation and value our connection to country. We believe that the key to successful learning township of Casino. The students are from diverse backgrounds with a wide range of
and wellbeing of all students is a respectful, diverse and inclusive culture in which authentic abilities and achievements represented in each year group. Aboriginal students represent
partnerships between staff, students and community are highly valued and every student is 23.5% of enrolments. The Special Education Support Unit is a district resource made up of
known, valued and cared for. Through creating challenging and engaging learning 5 support unit classes for children with autism and a range of intellectual disabilities. Our
experiences we foster high expectations for all, preparing students to be future citizens, school includes a Department of Education preschool, Djanenjam Preschool, that services
leaders and learners in their local communities and wider society. 40 children per week. The school is organised into five teams, four stage teams and the
Support Unit team. Each team is led by an Assistant Principal with the support of a Deputy
Principal, Instructional Leaders and the Principal.
The school is a member of the Hub of Summerland Learning Community of Schools which
also includes Casino West Public School and Casino High School. As a community of
schools we have embraced the Stronger Smarter Institute's philosophy and way of thinking
in developing relationships and connections within and across our schools and community,
such as the Casino Aboriginal Education Consultative Group. We aim to grow the
relationships and connections being developed in the Casino community that are supporting
high expectations for our students.
Our school culture is one of high expectations for achievement, a shared sense of
responsibility for student engagement, learning development and success. We are
committed to improvement in student growth and attainment and the implementation of high
quality wellbeing programs that support strong attendance rates, a sense of belonging and
high levels of student engagement.
Positive, respectful relationships underpin productive learning environments that support the
expectations of being safe, responsible, respectful and cooperative learners. The values of
Courage, Honour, Power, Presence, Challenge and Patience are embedded in the culture
of our school.
Our staff work collaboratively to engage students in their learning based on future focused
strategies such as creative thinking and problem solving, preparing our children to make
meaningful contributions to the wider community. We are growing the collective capacity of
parents and staff to work together in the pursuit of providing high quality educational
opportunities for each and every student.
Page 2 of 7 Casino Public School (1526) -2021-2024 Printed on: 13 April, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
Our purpose is to collaboratively build teacher capacity in Improve data informed planning and teaching through • Teachers clearly understand, develop and apply a
best practice pedagogy and the use of data to inform a focus on collaboration, data cycles and building the full range of assessment strategies - assessment for
planning, teaching, assessment and reporting that capacity of staff. learning, assessment as learning and assessment of
enhances student growth and attainment. learning - in determining teaching directions,
• 5 week data cycles to target learning areas based on monitoring and assessing student progress and
analysis of student achievement achievement, and reflecting on teaching
Improvement measures effectiveness.
• Fortnightly learning conversations with Instructional
Target year: 2022 Leaders and Assistant Principals to inform planning • The leadership team comprehensively analyses
and teaching. student progress and achievement data for insights
NAPLAN Top 2 Bands into student learning and discusses results with the
• Professional learning in the use of SCOUT and
whole staff.
PLAN 2 data.
• Percentage of students achieving in the top two
bands for NAPLAN to have an uplift of 7.3% in • Teachers are using student achievement data to
• Professional learning in "Use of Data to Inform
Numeracy and 7.1% in Reading compared with 2020 determine their planning and teaching.
Practice" from the What Works Best - 2020 Update.
baseline, to meet the lower-bound system negotiated • Teachers have a consistent understanding about
targets. Improve the use and capability of assessment for, as when to assess, what to assess and how to assess.
and of learning across the school.
• There is a whole school evidence-based assessment
Target year: 2022 • Professional learning in consistent teacher plan that is followed through consistently.
judgement • Teachers actively evaluate, share and discuss
NAPLAN Top 3 Bands learning from targeted professional development in
• Development of a whole school assessment plan
based on the collection and analysis of evidence assessment and effective feedback practices with
• Percentage of students achieving in the top three other staff in their school to improve whole school
bands for NAPLAN to have an uplift of 5.8% in • Fortnightly learning conversations with Instructional practice.
Numeracy and 6.8% in Reading compared with 2020 Leaders and Assistant Principals to inform
baseline, to meet the lower-bound system negotiated assessment. • IEPs for students needing additional support are in
targets. place and regularly updated and monitored to ensure
• Professional learning in "Assessment" from the What success.
Works Best - 2020 Update, including using learning
intentions, success criteria, explicit feedback, peer • SLSOs are effectively working with teachers to
Target year: 2023
and self assessment and goal setting. implement rigorous and quality intervention programs
in Literacy and Numeracy that lead to student
NAPLAN Expected Growth • Professional learning in "Effective Feedback" from improvement.
the What Works Best - 2020 Update.
• Percentage of students achieving NAPLAN expected • All teachers understand and explicitly teach literacy
growth to have an uplift of 8.3% in Numeracy and Ensure targeted support through effective Learning and numeracy to students at all levels of
11.5% in Reading compared with 2020 baseline, to and Support practices across the school. achievement, in all key learning areas, with success
meet the lower-bound system negotiated targets that can be measured by improved student progress
• Learning and Support teachers in K-2 and 3-6 to and achievement data.
support teachers in differentiated programs for
students needing support in the classroom.
• Learning and Support teachers mentor SLSOs to Evaluation plan for this strategic direction
deliver targeted programs for individual and small
groups of students to improve Literacy and Questions:
Numeracy attainment.
Page 3 of 7 Casino Public School (1526) -2021-2024 Printed on: 13 April, 2021Strategic Direction 1: Student growth and attainment
Evaluation plan for this strategic direction
Does every teacher collect, understand and use student
achievement data to inform their planning, teaching and
reporting?
Are teachers actively seeking out and engaging with
professional learning? What is the evidence that they are
applying this learning?
Data:
These data sources and evidence will be collected and
analysed by relevant teachers, leaders and teams and
discussed regularly at team meetings.
• PLAN 2 data
• NAPLAN data
• Teaching and learning programs and day books
• Teacher engagement in learning conversations and
data cycles and regularity of these occurring
• Regularity of PLAN data updates
• Staff professional learning surveys.
• Records from learning conversations.
Analysis:
Data is analysed to determine the extent to which the
purpose and improvement measures have been
achieved.
Implications:
Rigorous analysis of the data to determine impact will
guide both ongoing implementation and future school
planning to provide continuous growth and improvement
in student learning.
Page 4 of 7 Casino Public School (1526) -2021-2024 Printed on: 13 April, 2021Strategic Direction 2: Attendance and wellbeing
Purpose Initiatives Success criteria for this strategic direction
At Casino Public School, we aim to increase students' • The school has implemented evidence-based
sense of belonging, advocacy and expectations of Ensure a whole-school coordinated approach to change to whole school practices, resulting in
success through highly effective and consistent wellbeing attendance through coordinating, systematising, measurable improvements in wellbeing and
practices, strong learning and support structures and high refining and connecting attendance strategies. engagement to support learning.
rates of student attendance.
• Technology and social media to support attendance. • Teachers, parents and the community work together
to support consistent and systematic processes that
Improvement measures • Systematic monitoring of attendance by class ensure student absences do not impact on learning
teachers and Deputy Principals, including making outcomes.
Target year: 2024 contact with families to support positive attendance
rates. • A clear and efficient attendance monitoring process
Percentage of students attending 90%+ to have an uplift (utilising technology) is in place and is improving
of 8.6% compared with 2020 baseline to meet the lower- attendance for targeted groups of students.
bound system negotiated target. A whole school approach to wellbeing that aligns • Identified families have a key contact person for
Positive Behaviour for Learning, Casino Way and support with positive attendance, improving
Target year: 2024 Stronger Smarter, leading to a sense of belonging for attendance levels and supportive connections
all students. between home and school.
Tell Them From Me data (sense of belonging, advocacy,
expectations of success) has an uplift of 10.4% compared • Data focused fortnightly Wellbeing meetings leading • Staff view Wellbeing as an integrated approach to
with 2020 baseline to meet the upper-bound system to the development of lessons that are linked to the caring for the whole child.
negotiated target. syllabus. • Teachers are effectively leading Wellbeing education
• The development of wellbeing lessons that embed in classrooms and showing evidence of this in their
school expectations and values and include practical teaching and learning programs (integrating Casino
teaching strategies. Way, PBL and Stronger Smarter).
• Building teacher capacity to implement the wellbeing
lessons effectively.
Evaluation plan for this strategic direction
• A school wide award system that is aligned with the
expectations and values of the wellbeing lessons Questions:
and fortnightly focuses.
• Improvement of physical spaces around the school Which of our current attendance programs are having the
that reinforce Wellbeing practices to provide most impact?
opportunities for students to choose positive
behaviours. Are our Wellbeing lessons and physical environment
improvements having an impact on increasing positive
behaviours for our students and decreasing negative
behaviours?
Data:
These data sources and evidence will be collected and
analysed by relevant teachers, leaders and teams and
discussed regularly at team meetings.
• Whole school attendance (%s)
Page 5 of 7 Casino Public School (1526) -2021-2024 Printed on: 13 April, 2021Strategic Direction 2: Attendance and wellbeing
Evaluation plan for this strategic direction
• % of students attending school 90% of the time
• Tracking attendance for targeted groups of students
(e.g non-attenders)
• Number of major and minor incidents in Sentral
• TTFM student data - Sense of belonging, advocacy
and expectations of success.
• Welfare and attendance tracking data in Sentral
Analysis:
Data is analysed to determine the extent to which the
purpose and improvement measures have been
achieved.
Implications:
Rigorous analysis of the date to determine impact will
guide both ongoing implementation and future school
planning to provide continuous growth and improvement
in student attendance and wellbeing.
Page 6 of 7 Casino Public School (1526) -2021-2024 Printed on: 13 April, 2021Strategic Direction 3: Engagement in learning
Purpose Initiatives Success criteria for this strategic direction
Our purpose is to foster future focused learning • There is a clear increase in the number of parents
pedagogies through highly engaged staff, students and Parent engagement in learning. attending the formal goal setting and reporting
parents. We aim to collaboratively build the capacity of all processes.
stakeholders to participate in every aspect of school life. • Parent/Teacher meetings in Term 1 to set goals for
students K-3 and 3 way meetings for students in 4-6 • Teachers are actively using DOJO to engage the
in term 1 parents and create two-way dialogue about student
Improvement measures learning
• Parent/Teacher report meetings in Term 2.
Target year: 2023 • There are well attended Aboriginal family gatherings,
• Effective use of DOJO to involve parent in their twice a year, that engage parents/carers and children
child's learning in the classroom. 2 work samples / in the culture of the school.
90% of parents are actively engaged in Term 1 goal
term.
setting meetings and mid-year reporting meetings. • Teachers show a deep understanding of inquiry
• Enhanced cultural connections through Aboriginal based learning and are using the practices to design
Target year: 2024 family gatherings once a term. and deliver high quality learning experiences in
• A strengthened Personalised Learning Pathway teaching and learning programs
Student engagement measures in TTFM surveys have an
uplift of 2% from the 2023 baseline in 'interest and (PLP) process for ATSI families which focuses on • Teachers are actively participating in both external
motivation' and an uplift in 2% from the 2023 baseline in collaborative goal setting, effective communication and internal professional learning opportunities to
'high perseverance'. and evaluation of achievement. build their capacity to design and deliver inquiry
based learning.
Student engagement in learning through future
focused pedagogies and cultural connections. • Students show an increased level of engagement in
their learning.
• Continued development of inquiry based learning
threads in COL units.
• Professional learning in inquiry based learning for Evaluation plan for this strategic direction
staff.
Questions
What has been the impact of our initiatives to engage
parents in the learning?
Are students more engaged in their learning through
using an inquiry based approach?
Data
• Records of parent engagement in goal setting and
reporting events
• DOJO usage
• Student surveys on learning engagement (TTFM)
• PLPs
Page 7 of 7 Casino Public School (1526) -2021-2024 Printed on: 13 April, 2021You can also read
