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ACKNOWLEDGEMENT OF COUNTRY

We respectfully acknowledge the past and present traditional owners of this land on which we are meeting, the

Noongar people. It is a privilege to be standing on Noongar country.

We pay our respects to the elders past, present and future for the memories, traditions and culture.

We also acknowledge the contributions of Aboriginal Australians and Non-Aboriginal Australians to the education of

all our children and people in this country we all live in and share together – AUSTRALIA.

Pauline Michael AIEO

OUR PLAN

Kojonup 2020 is our plan for the future. It lays out our school’s broad targets and milestones to improve student

achievement over the coming years. This plan has been developed in consultation with the KDHS Community. It is

underpinned by operational and support documents including our English, Mathematics, Early Childhood, Aboriginal

Cultural Standards and Workforce plans and our Care and Support Policy.

OUR VISION

True education is learning how to think differently.

We challenge and support our students to:

see the gain

see the possibilities

make it happen

We educate with depth and originality, preparing students for life.

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OUR PBS EXPECTATIONS

SHOW RESPECT – Treat everyone with care and consideration.

BE SAFE – Learn in a safe and clean environment.

FOLLOW INSTRUCTIONS – Follow instructions from all staff members.

HAVE PRIDE – Always work to your full potential.

STRATEGIC DIRECTIONS - Alice Springs (Mparntwe) Education Declaration

IMPROVEMENT DRIVERS

1.Provide every student with a pathway to a

successful future.

2. Strengthen support for

teaching and learning excellence in every classroom.

3. Build the capability of our

principals, teachers and our allied professionals.

4. Support increased

autonomy within a connected and

unified public scool system.

5. Partner with families,

communities and agencies to support

the educational engagement of every student.

6. Use evidence to drive decision-

making at all levels of the system.

The strategic directions described in the School’s Business Plan align priorities that are set out in the Department

of Education’s Strategic Plan for WA Public Schools 2020-2024 “Every student, every classroom, every day.”

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Cycle of Planning and Review

Kojonup District High School implements a rigorous school improvement process to ensure long term strategic planning is in place to achieve designated student achievement targets. The school draws on evidence from a range of sources to inform our decision-making. The ongoing process is designed to effectively distribute effort and resources to best meet the changing need and address school and system priorities.

TARGETS TIMELINE and FOCUS WHO

ON ENTRY

Directly after assessments are completed: Identify students at risk

Continue to provide additional support material Term 1

Pre- Primary teacher Year 1 teachers Student Services DP

NAPLAN

Directly after the results are released: Identify students at risk

Continue to provide additional support material

LA grade alignment with NAPLAN scores Term 2

L 4 A. Principal Student Services DP Key learning area staff Year 3, 5, 7, 9 teachers

OLNA

After each cycle of OLNA: Identify students at risk

Identify students who require further remedial work

Identify students pre- qualifying for OLNA Term 1&3

Key learning area staff Student Services DP

Learning Area Grades

Term 1 & 3 – monitor – T1 HS parent interviews Term 2 & 4 - formal reporting to parents

Identify students at risk

Communicate progress to parents

Key learning area staff Class teachers

Attendance

Semester 1 & 2 Identification of students at risk

Individual attendance plans created for at risk students

Possible convening of Attendance Panels

Principal Regional Attendance Co-ordinator L4 A. Principal AIEO

Suspensions

Semester 1 & 2 Data to identify students at risk

Data to identify patterns within specific categories

Principal L4 A. Principal

School Image

On-going: Staff, Parent and Student surveys (every 2 years - 2018, 2020)

Data to identify areas of concern and those areas to celebrate

Data to assist in telling the KDHS story

Re-branding

Principal Leadership Team Community/Parents

Teacher Quality Assurance

On-going: Performance Development Term 1 & Term 4

Peer Observation and Feedback

Performance Management Observations (as required)

Professional Learning quality assurance - Term 4

Principal L 4 Deputy Principal Leadership Team

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HIGH EXPECTATIONS

WE BELIEVE STUDENTS LEARN BEST WHEN:

STAFF

Staff acknowledge and celebrate student success

Staff work collaboratively and support each other

Staff are motivated, up to date, organised and follow best practice

Staff are committed to promoting the ‘School Vision

The Leadership Team foster an environment where the morale and welfare of all staff is supported

The Leadership Team works to empower all staff and students to reach their potential

The Leadership Team provides staff with regular feedback related to their performance

The Leadership Team takes on an innovative approach to resourcing

TEACHING

There are clear links between the Strategic Plan, Operational /Learning Area plans and class room planning

Teachers engage students in meaningful learning experiences

Learning outcomes are clear, visible and measurable

Teachers use data effectively to inform planning and differentiation

Social/emotional skills and values are explicitly taught

Staff maintain high standards of student achievement, both academic and non-academic

There is a focus on preventative and early intervention strategies

Students and parents receive relevant, consistent, quality information on student progress

There are strong links to the EYLF and NQS in Early Childhood education

LEARNING ENVIRONMENT

Staff and students are part of an inclusive, safe and supportive learning community

There is a culture of high expectations and consistency in behaviour management (following PBiS guidelines)

Appropriate resources are made available and are used in accordance with DoE policy

RELATIONSHIPS

Relationships with staff, students, parents and the wider community are developed and strengthened

Students are treated as individuals with unique personalities and different learning styles

The ‘student voice’ is valued

WE BELIEVE STUDENTS:

Are NOT born with bad behaviour

Do NOT learn when presented contingent aversive consequences

……. DO learn better ways of behaving by being taught directly and receiving positive feedback

WA PBS

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PRIORITY 1: SUCCESS FOR ALL STUDENTS (Student Achievement and Progress, Drivers 1&6)

We believe that all students are capable of growth and learning and will achieve success in different ways. We

provide a range of learning experiences that cater for the varied interests of our clientele.

Strategies:

Increase student access to a number of engagement programs in the school Develop transition programs (K - PP, PP - Year 1, Year 6 - Year 7, Year 10 - Year 11) and encourage

collaboration between primary and Year 7 staff Provide access to PEAC, GATE, SIDE Provide opportunities for moderation within and across schools Identification of students at risk, case management approach co-ordinated by L3 Student Services Deputy Learning Area operational plans in place with explicit achievement targets and strategies appropriate to

each phase of learning A clear whole school self-assessment schedule is evident and being followed A functional Attendance plan is in place, case management for students at risk are in place Introduce awards for students maintaining excellent attendance/improved attendance Maintain a focus on staff and student well-being Continually promote a positive school culture at KDHS reflecting the PBS Framework Regular acknowledgement of student success Increase student leadership opportunities Promote a ‘We are Kojonup’ set of qualities

Targets: 1.1 NAPLAN performance will be at or above LIKE schools in all tests. 1.2 Decrease the % of students in the lowest tricile, in Numeracy. 1.3 The % of students who demonstrate the standard for Literacy and Numeracy (OLNA) at the completion of Year 10, continues to increase. 1.4 The focus domain, each year, will be met for NQS. 1.5 All students assessed in Term 1, Pre Primary and again in Term 1, Year 1; made gains, relative to their original start point. 1.6 Teacher judgement data has a strong correlation to system assessment data in On Entry and NAPLAN. 1.7 Increase the % of students receiving Consistently and Often ratings in each reporting period in the category of

Sets goals and works towards them (ECE, P, HS)

Makes positive choices with confidence (ECE), Shows confidence in making positive choices and decisions (P, HS)

Displays perseverance (ECE), Works to the best of his/her ability (P, HS)

1.8 An increase in the number of students in the regular (90% and above) category.

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PRIORITY 2:

EXCELLENCE IN TEACHING (Teaching Quality. Drivers 2&3)

We believe that high quality teachers are skilled in connecting curriculum content knowledge, instructional strategies,

and effective classroom management. At the same time, they build the positive relationships that are the foundation

of learning. Our teachers are reflective and committed to a continual journey of improvement.

Strategies:

Pedagogical framework developed and observable in all classrooms Whole school approach to teaching Literacy and Numeracy (focus on PL for new staff) Continue embedding ACSF in everything we do Specialist ECE staff working in Kindy and PP Specialist programs in the Arts, STEM, Languages, PE and Agriculture Staff have opportunities to take on leadership roles Robust Performance Development process in place for all staff Opportunities for staff to observe best practice Professional development to include the process of peer observation and feedback Continue to engage all new staff in CMS training Continue to differentiate and utilise IEP’s with the support of the Student Services DP Engage the PBS Team to implement Tier 2 training Implement student well-being strategies (Zones of Regulation, Buz)

Targets: 2.1 On the Biennial surveys (NSOS), staff, parents and students rate the following questions at 4 or above:

Teachers at this school expect my child to do their best

Teachers at this school provide my child with useful feedback

Teachers at this school treat students fairly

I can talk to my child’s teacher about my concerns

Teachers at this school motivate my child to learn

My child is making good progress at this school

My child’s learning needs are being met at this school

2.2 All teachers have implemented the KDHS pedagogical framework 2.3 All teachers engage in the peer observation/feedback process 2.4 All staff seek out professional development opportunities related to whole school priorities 2.5 All staff engage in Performance Development (2x year) 2.6 There is a 20% increase in staff acknowledgement of positive behaviour

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PRIORITY 3: STRONG STRUCTURES (Leadership, Use of Resources, Learning Environment. Drivers 3,4&6)

Collectively we create the best possible environment for our educators. A friendly, welcoming and cared for

environment, combined with effective leadership and management of school operations, provides the

perfect environment for all staff and students to perform at their best.

Strategies:

Create cost effective ways to meet the school’s ICT needs Grounds are well maintained to enhance student physical and social needs Resources are kept up to date and meet school needs Strengthen internal lines of communication Explore ways to increase the collection of school fees Adjust the behaviour management policy and supporting plans to meet the needs of current clientele and

Department guidelines for addressing violence in schools Implementation and consolidation of the Executive restructure Performance management of the Executive Team that meets the requirements of their JDF Leadership Strategy in place for those who aspire to become leaders Implementation of a revised Student Services structure and processes Tier 2 implementation of the PBS Framework Processes in place to ensure staff can be a part of the creative and structural consultation process, having

ownership of school direction and improvement

Targets: 3.1 A sustainable balance of expertise and experience of staff is evident 3.2 The staff Leadership Team are actively involved in aspects of whole school planning and decision making 3.3 On the Biennial survey (NSOS), staff rate the following questions at 4 or above:

Student behaviour is well managed at this school

The school looks for ways to improve

This school is well led

I would recommend this school to others

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PRIORITY 4: SCHOOL COMMUNITY RELATIONSHIPS (Relationships and Partnerships. Driver 5)

We believe that investing in our school community is essential to achieving individual and organisational

success. Through strong connections, communication and conduct we foster positive relationships

between staff, students and our families. We build strong citizens who have the capacity to navigate

through an ever changing society.

Strategies:

Streamline communication processes with parents Increase student leadership opportunities within the wider community A school marketing and engagement plan developed to build the school brand and understand and deliver

upon community expectations of contemporary education Celebrate our successes with the wider community Expand the involvement of the community in school events Continue sharing facilities to benefit incoming students (Play Café) Continue to develop the School Council capacity and profile, ensure membership is representative of the

local community Promote and support the P&C to increase parent involvement and attendance Continue to pursue a range of partnerships with the local businesses/organisations to strengthen

opportunities and outcomes for students

Targets: 4.1 On the Biennial survey(NSOS), staff rate the following question at 4 or above:

This school has a strong relationship with the community

4.2 Members of the school community are aware of the role of:

School Council

P&C

Farm Advisory Committee

4.3 The % of parents completing the school based and Biennial survey (NSOS) increases each year

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GLOSSARY

Strategic Plan - A public document endorsed by the School Council/Board. It establishes strategic objectives for the school in relation to school context.

Operational Plan - An internal document. These plans support the Strategic Plan by specifying how school objectives will be achieved.

NQS - National Quality Standards (for Early Childhood Education).

NSOS – National School Opinion Survey (compulsory, biennial survey to parents, staff and students)

WA PBS - Positive Behaviour Support is a proactive approach to establishing the behavioural supports and social culture needed for all students in a school to achieve social, emotional and academic success.

CMS - Classroom Management Strategies.

AIEO - Aboriginal, Islander Education Officer.

ACSF - Aboriginal Cultural Standards Framework.

On Entry - The On-Entry Assessment program identifies early literacy and numeracy skills and is mandated at pre- primary level.

NAPLAN - National Assessment Program-Literacy and Numeracy is a series of tests focused on basic skills that are administered annually to Australian children.

OLNA - Online Literacy and Numeracy Assessment, which some students will use to demonstrate they have achieved the required standard of literacy and numeracy to receive their Western Australian Certificate of Education (WACE).