EFFECTIVE All teaching staff *SA TfEL/TfEL Teachers’ Over the Increase in student agency/decison making/ negotiation/ TEACHING Companion/Element cards year creative thinking/problem solving School Counsellor and.. Create safe *Strategies for Managing Abuse teachers’ dialogue/practice/differentiation strategies and Classroom teachers Re-do student survey to Related Trauma (SMART) conditions for classroom environment reflects understanding/ determine students to learn strategies which result in: growth/improvement -increased attendance with aim to attain 90% mid 2016 attendance -improved behaviour (5% compared to 2015) Revisit school’s SSO (drives bus) Exceptional Circumstances Grant attendance to fund attendance improvement attendance Over the improvement pla *Class teachers make contact with parents/caregivers of school bus picks up targeted, trends; collect data on year absent students on a regular basis and enter this into roll priority groups of students from the whole books. Counsellor follows up after ongoing absence. their homes school/Aboriginal students/those using *Targeted students supported to attend school via bus pick the attendance bus – up from their homes and attain attendance rates write up reports to commensurate with their peers inform stakeholders and governing council *Communication with targeted families about benefits of attendance those families who achieve 95% attendance to – be in the draw to win a tablet ; those families of students whose children achieve 100% attendance to be in the draw to win an tablet *RAAP funding for Boys’ Group Provision of Over the Targeted students have 5% reduced behaviour incidents Counsellor, SSO, Track behaviour / conducted 4 afternoons/week special year compared to 2015 /improved relationships with peers and chaplains, PE attendance of targeted programs/social staff as reflected in EDAS data teacher students to inform skills lessons to stakeholders support engagement and SSO/Sp. staff *JP Social Skills groups Over the participation for priority groups year Chaplain / *Girls’ groups - Friendship circle Term 2 e.g : counsellor / Social (single gender groups) in Students pre and post social skills surveys indicate Work conjunction with Uniting improved social/peer/learning connections -Disengaged student/Fleurieu Communities boys Families Over the -Disengaged JP *Choice Theory (Behaviour car); year Students Class Anecdotal information from girls and staff about improved The Tree of Life/anti-bullying -Disengaged teachers/counsellor relationships with peers /positive relationships /- Girls strengths/resiliency programs
EFFECTIVE TEACHING Create safe conditions for students to learn Revisit school’s attendance improvement pla Provision of special programs/social skills lessons to support engagement and participation for priority groups e.g : -Disengaged boys -Disengaged JP Students -Disengaged Girls All teaching staff School Counsellor Classroom teachers SSO (drives bus) Counsellor, SSO, chaplains, PE teacher SSO/Sp. staff Chaplain / counsellor / Social Work student/Fleurieu Families Class teachers/counsellor *SA TfEL/TfEL Teachers’ Companion/Element cards *Strategies for Managing Abuse Related Trauma (SMART) Exceptional Circumstances Grant to fund attendance improvement bus picks up targeted, priority groups of students from their homes *RAAP funding for Boys’ Group conducted 4 afternoons/week *JP Social Skills groups *Girls’ groups - Friendship circle (single gender groups) in conjunction with Uniting Communities *Choice Theory (Behaviour car); The Tree of Life/anti-bullying /positive relationships /- strengths/resiliency programs school Over the year Over the year Over the year Over the year Term 2 Over the year Increase in student agency/decison making/ negotiation/ creative thinking/problem solving and.. teachers’ dialogue/practice/differentiation strategies and classroom environment reflects understanding/ strategies which result in: -increased attendance with aim to attain 90% attendance -improved behaviour (5% compared to 2015) *Class teachers make contact with parents/caregivers of absent students on a regular basis and enter this into roll books. Counsellor follows up after ongoing absence. *Targeted students supported to attend school via bus pick up from their homes and attain attendance rates commensurate with their peers *Communication with targeted families about benefits of attendance – those families who achieve 95% attendance to be in the draw to win a tablet ; those families of students whose children achieve 100% attendance to be in the draw to win an tablet Targeted students have 5% reduced behaviour incidents compared to 2015 /improved relationships with peers and staff as reflected in EDAS data Students pre and post social skills surveys indicate improved social/peer/learning connections Anecdotal information from girls and staff about improved relationships with peers Re-do student survey to determine growth/improvement mid 2016 attendance trends; collect data on the whole school/Aboriginal students/those using the attendance bus – write up reports to inform stakeholders and governing council Track behaviour / attendance of targeted students to inform stakeholders
2016-08-02_022058_Wellbeing%20Operational%20Plan%20%202016.docx