DEIS Action Plan to Improve Attendance 2014-2017

Target

Measure Lead Responsibility Monitoring & Evaluation

1. To improve overall school attendance (target and non target students) from 90.75% in 2013/2014 to 92% in three years.

Whole school approach to attendance. Highlight relevance of attending school to parents at open nights, Parent/Teacher meetings etc. Explain absences using detachable notes in school journal. Parental access to VSWare for attendance monitoring to improve communication. Maintain school book rental and school lunches for all. Early HSCL home visits to students with poor attendance (after 3 unexplained days absence). SSCP/HSCL project worker to liaise with management re poor school attendance and devise a student improvement plan. Daily text to parents of students who are absent. Letter after 10 days absence from school. Reward attendance by issuing certificates and prizes during the annual awards ceremony.

Entire staff Principal, Deputy Principal, class tutors and class teachers. Parents. Principal/Deputy Principal to issue usernames and passwords. Principal. HSCL officer and senior management. Senior management and SSCP project worker. School secretary. Principal/Deputy Principal. Class Tutor and senior management.

Annual review and monitoring of the DEIS Action Plan on attendance. Targets adjusted as required. Tutor report at all staff meetings on attendance. Formal and informal parental feedback relating to VSWare use. Monitoring full participation. Feedback from HSCL re home visits during scheduled meeting. Formal and informal communication between parties re effectiveness of this strategy. Use of surveys to determine effectiveness. Monitor for improved attendance i.e. targets reached.

Student of the month awards in junior classes. Individual and class attendance challenges, as required. Comparative analysis of attendance for different year groups

Principal and class tutors. Class tutor and SSCP project worker. HSCL

Analysis of data to target problem classes.

2. The target group of students accounted for 60% of days missed in 2013/2014 our aim is to reduce this figure to 56% over the next 3 years.

As above. Uniform provision for students who cannot afford one. Weekly meetings between HSCL, SSCP worker and senior management. SSCP worker to set attendance targets or individual attendance plan. Prioritise target list for HSCL home visit.

Principal All named parties. SSCP project worker Senior management and HSCL

As above Oral feedback. Monitor for improvement.

3. To reduce the chronic absence rate (students who missed in excess of 20 days per school year) of 25% in 2013/14 to 22% over the next 3 years.

As above. Letter after 20 days absence from school. Meeting with parents of students with poor attendance to draw up a contract. Notification to TUSLA after 25 days absence.

Principal Senior management/HSCL Principal

As above Monitor attendance targets. Monitor attendance targets.

4. To reduce the chronic absenteeism in target students from 22 in 2013/2014 to 16 in 3 years.

Measures as in 3 above. Weekly meetings between HSCL, SSCP worker and senior management

All named parties. Review formal and informal feedback.

5. Reduce the days lost due to suspension by 10% from 2013/14 to 2016/2017.

Review code of behaviour. Early meetings between parents and senior management. Use of Report cards to monitor behaviour on a class by class basis. Behavioural contracts.

Entire staff, parents, students and Board of Management. Principal Principal

Monitor individual cases, review suspension rates on an annual basis as part of the formal monitoring process. Monitor trends for improvement.

6. The number of students who “arrive late” and/or “leave early” be reduced by 7.5% from 2014/2015 to 2016/2017.

Maintain and monitor the “sign in, sign out” book. Class by class registration using VSWare. Written permission required to arrive late or to leave early.

School office. Class teachers. Parents

Analyse data to review targets. Daily monitoring of attendance and reporting to parents. Monitored on VSWare and report generated.

3 year Plan to Promote Retention

Target

Measure Lead Responsibility Monitoring & Evaluation

1. To maintain a 100% retention rate at Junior Cycle over the next three years (2014-2017).

Maintain Pastoral Care provision in the school. Tutor system working well.

Transfer of data to VSWare from Eportal to improve access for staff and parents.

HSCL visits to students identified as ESLs.

Identification of and early intervention for SEN students.

Maintain SSC worker and associated programmes such as Transfer Programme, Anti-bullying programme.

Maintain JCSP in school.

Maintain Lunch Club.

Maintain links with feeder national schools – open day and taster programmes.

Monitor students of ESL families from 1st year.

Principal

Deputy Principal

HSCL

SSCP Worker

JCSP team

Principal and Deputy to liaise with Primary school Principals.

Tutor and senior management with assistance of HSCL and SSCP Worker.

Monitor retention rate annually in June – Deputy Principal.

Monitor level of lunch uptake at Junior Cycle.

Monitor volume of certificates attempted at JCSP level.

Ensure students avail of Reasonable Accommodations at JC when appropriate.

Maintain team teaching where appropriate to encourage participation of all students in the class.

Maintain literacy and numeracy supports for students.

Record list of students availing of Reasonable Accommodations annually.

Feedback from teachers engaging in team teaching

Target

Measure Lead Responsibility Monitoring & Evaluation

2. Ensure all students who sit JC exam progress to 4th Year or LCA 1 and complete a Leaving Certificate over the three years of the DEIS action plan (2014-2017).

- Maintain tutor with year group for 5 years.

- Provide Guidance on a one to one basis. Maintain Learning Support for senior cycle.

- Monitor attendance as it is deemed to have a strong link to retention.

- Phone calls home made to students when absent for 3 days without explanation.

- Text messaging to parents when student is absent at 9.30am.

Principal Pastoral Care Team. Career Guidance Counsellor Relevant teachers. Senior management, HSCL and SSCP worker Senior management. Parents HSCL officer to call to homes where attendance is a concern

- .

Senior management to monitor retention of students at end of year.

Text messaging service maintained to increase parental awareness when student not in attendance. Parent information evening for Programme and subject choice in senior cycle. Regular contact for potential ESLs with Guidance Counsellor, HSCL and SSCP Worker. Awards night (May) for attendance, endeavour, student of the year and all sporting and cultural awards.

Principal and school secretary.

Principal, Deputy and Tutor.

Named parties.

Senior management and Tutors.

Monitor course decisions of potential ESL at 3rd year. Examine frequency of use of text messaging service. Review attendance at subject information nights. Tutor feedback to staff at all staff meetings, at risk students discussed. Feedback from Guidance Counsellor.

LITERACY IMPROVEMENT TARGETS

Targets set for first, second and third years to be maintained as they were deemed realistic and achievable. These were as follows:-

First Years - To maintain or improve by 5 points (SAS scores) on a standardised test over the course of three years.

Second Years – To maintain or improve SAS scores by 2 points on a standardised reading test over the course of two years

To increase from 19% to 23%, the number of students who state they are confident in their writing over the course of 3 years.

Also

To increase the number of students who “enjoy written work” from 25% to 30% over the course of the review period (3 years).

To decrease the number of students that “do not read during the week” from 25% to 20% over the review period.

To encourage students to check their writing for mistakes and to improve the percentage of students who “regularly check their work”

from 13% to 20% over the review period.

To improve the average number of books read during the library reading initiative from 3.87books (first year) and 4.19 books (second

year) to 6 books over the six week period.

DEIS Action Plan to Improve Literacy 2014-2017

Strategy: To improve the levels of motivation and learning and give students a greater sense of purpose and involvement in their learning by adopting Assessment for Learning techniques.

PLAN PERIOD

2014-2017

EVALUATION

Annual evaluation of targets.

TASKS WHO? WHEN? RESOURCES SUCCESS CRITERIA Better use of key words in answers Criteria for success addressed in homework tasks. Greater involvement and participation in classes. Literacy standards increase as per targets.

MONITORING PROCEDURES Subject teachers to monitor class grades as indicators of improved standards Standardised testing – CAT 4 Standard age score and Stanine in literacy

To Share the learning intention and specify criteria for success at the start of each class. The criteria for success must include the key words.

All Subject teachers At the beginning of each class period.

Time

Use comment only marking to provide feedback to the learner on the progress of their learning. The 3 areas to be addressed are What the learner has done right – presentation, headings, layout, content, use of key words etc

All teachers correcting HW and tests. Grades can be noted in the teachers diary for feedback at P/T meetings and Formal Reporting

Correcting tasks given for homework or giving feedback after a test.

Time

Encourage students to assess their own learning and that of their peers

Students under the direction of the teacher,

Staff workshop during first term of 2014/2015 school year. Occasional HW or class excercises

Time Pre and post initiative reading ages of current first and second years

EVALUATION PROCEDURES Analysis of targets using data from standardized tests and survey students at the end of plan.

Communicate Confidence Subject teachers by building a degree of differentiation into tasks so that all students experience some degree of success.

When setting homework or setting tests.

Time

Raising standards Teachers by exemplification of students work and making quality work available to all.

Periodically when Homework tasks or tests allow.

Photocopying Time

Main Strategy:

To improve oral communication skills

PLAN PERIOD 2014 - 2017 EVALUATION Annual evaluation of targets.

TASKS WHO? WHEN? RESOURCES SUCCESS CRITERIA If students are confident and capable of planning and delivering an oral presentation in front of their peers.

MONITORING PROCEDURES Develop a rubric or marking scheme for assessing oral skills.

EVALUATION PROCEDURES Analysis of targets using data from standardized tests and survey students at the end of plan.

Increased focus on oral presentation skills in all subject areas with particular focus on

Clarity

Deliberate pauses

Pitch

Use of hands (body language)

Eye Contact

Visual Aids

Making main points

All subject teachers Over the course of the school year.

Time Computer/Laptop Data Projector Paper

Each student to get an opportunity to plan, practice and deliver and oral presentation over the course of a year.

All subject teachers Over the course of the school year.

Time Computer/Laptop Data Projector Paper

Encourage peer to peer oral communication and collaboration by implementing an “Ask 3 then me” approach in group work to model a co-worker approach.

All subject teachers During group work sessions in classes.

Time Teacher feedback

Use of “Picture Stimulus” to get students visualizing and verbalizing.

All subject teachers Strategy for use in all subject areas

Time

Main Strategy: To state the aim of the lesson and pre-teach new vocabulary at the beginning of each class.

PLAN PERIOD 2014 - 2017 EVALUATION Annual Evaluation of targets

TASKS WHO? WHEN? RESOURCES SUCCESS CRITERIA -Greater use of keywords in homework and examination questions. -Spellings improve. -improving the “most subjects” using keywords statistic from 20% to 25% per annum. MONITORING PROCEDURES -Regular class tests to examine use of keywords. -Spelling tests -Observation -Keyword Quiz results.

Write / display subject specific vocabulary on the whiteboard or JCSP keyword poster. Word Walls

Class teacher All subject teachers

At the start of each lesson. From September 2014

Whiteboard Whiteboard markers Computer Data projector Powerpoint presentation or similar.

Record keywords in “keyword notebooks or bookmarks”

All students

At the beginning of class. Keyword Notebooks Pen

Check Understanding Subject plans reflect the literacy objectives of the school. Subject plans to be presented on a common template to include literacy section.

Teacher Subject teachers The Principal will develop the template and present to staff.

Oral questions throughout the lesson to reinforce the “keywords” associated with the lesson. September 2014 August 2014

Time Time Paper

Monitor Standard age score and stanine in CAT4 tests.

EVALUATION PROCEDURES -Spelling tests. -Analyse test results in each subject area.

Main Strategy: To Encourage “Reading for Enjoyment” and provide greater access to newspapers and

magazines that are of interest to teenagers

PLAN PERIOD 2014 - 2017 and subsequent years EVALUATION Annual Evaluation

TASKS WHO? WHEN? RESOURCES SUCCESS CRITERIA -Observing students use of newspapers and magazines. - That 20% of the student population read the magazines on a daily basis. - Improved literacy i.e. contributes to the overall aim of raising literacy levels by amount stated in targets.

MONITORING PROCEDURES -Student survey -Staff recording of numbers of participants. Standardised testing e.g. monitoring standard age

Determine Students Interests

At the start of year and regularly throughout the year

September 2014 and half term intervals

Time

Purchase Age Appropriate Newspapers and Magazines. Encourage Staff and students to donate used magazines and specialist newspapers

Principal Every 6-8 weeks JCSP funding

score for verbal reasoning in CAT4 test. EVALUATION PROCEDURES -Analyse pre and post initiative data for improvement in literacy and comprehension. -View reading age comparisons.

Strategy: To Promote the use of Ballymote Community Library for both parents and

students (6 weeks) and to encourage first year students to borrow and read six books over the six week module and retain the use of the library thereafter.

PLAN PERIOD 2014 - 2017 and subsequent years EVALUATION Annual Evaluation

TASKS WHO? WHEN? RESOURCES SUCCESS CRITERIA -Regular contact between Principal and librarian. -Willingness to get involved in other joint projects e.g book club. -70% of parents complete family membership forms. -All students read six, age appropriate novels or books. -40% continue to have active membership of the local library. Improved literacy levels in keeping with specified targets.

Establish a working partnership with Ballymote library.

Principal and librarian meet to agree a timescale for visits of our first year students to Ballymote library.

October/November on an annual basis.

Phone Time to meet and discuss proposed project. JCSP Reading Challenge.

Distribute and collect family membership forms.

Class Teachers October/November on an annual basis.

Time

Encourage parents to get involved with this literacy strategy

Principal Deputy Principal HSCL

September - First Year Parents night.

Powerpoint presentation on “first year parents night” Time School for meeting

MONITORING PROCEDURES All of the above criteria to be monitored by Principal, Deputy Principal and teachers who accompany students. Quantitative and qualitative data on participation rates of students and parents, books read and ongoing use of the library to be collected over the year. Also gauges attitudes to reading. Monitor CAT4 tests for Standard age score in verbal reasoning.

EVALUATION PROCEDURES Analysis of the above data to determine its effectiveness as a strategy for the following year. Literacy levels as per targets.

Organise a rotational timetable for a weekly visit to the library for 1st years.

Principal Deputy Principal

October 2014 and subsequent years

Time Computer/Printer Paper

Supervise Reading and record of novels borrowed and read.

Teachers accompanying students to the library. Record of reading to pass from teacher to teacher

January/February 2015 and subsequent years

Time Paper

Evaluate the success of the project.

Principal Deputy Principal Literacy committee

May/June 2015 and in subsequent years

Time Data

MAIN Strategy : To Promote the Use of the School Library by Students.

PLAN PERIOD 2014 – 2017 EVALUATION Annual Evaluation

Establish and update the current database for use in the school library. Generate labels and include the range of books in room 10

SNA (Croke Park hours) SNA (Croke Park hours)

September 2014 October 2014

Laptop Database Scanner Printer As above

Success Criteria If more than 10% borrow books from the school library on a regular basis and in excess of 63% “sometimes” borrow books. Monitoring Data from the database to reveal the frequency of use. Use of student surveys. Monitor standard age score in verbal reasoning section in CAT4 tests.

Select a team of senior students and a monitoring teacher to control borrowing.

4th and 5th year class teachers.

October 2014 Time

Allocate time for borrowing and reading – two lunchtimes or during classes. Monitored by supervising teachers

Class teachers of fourth and fifth years in conjunction with selected students. Teachers

October 2014 and subsequent years.

Time Posters

To encourage 50% of students to borrow at least 2 books and 25% to borrow at least 6 books per year.

Entire staff October 2014 –May 2017 Time EVALUATION PROCEDURES Analysis of data from database by the Literacy committee -view results of standardized tests to evaluate the overall targets. Survey students

Evaluate the success of the project.

Principal Deputy Principal Monitoring teachers Literacy committee

May/June 2015 and in subsequent years.

Time

Strategy:

To incorporate a “Writing Skills Module” as a core part of each subject and improve the structure and development of written answers to questions.

PLAN PERIOD 2014- 2017 EVALUATION Targets evaluated annually

TASKS WHO? WHEN? RESOURCES SUCCESS CRITERIA -Better use of a variety of action verbs- a more expressive vocabulary. -Answers to questions have a clear structure, style and flow. -Noted improvement in the quality of answers and grades in each subject area. -Students are more confident in their writing. -Better use of time in examinations. Maintain the 93.5%

To Identify “Action Verbs” in questions in each subject area.

Subject and Resource teachers

January 2015 and following years.

Time Examination Questions Dictionary Thesaurus

To Develop a Template with “Action verbs” and their meaning in each subject department.

Subject teachers January to May 2015 Computer Paper Time

Focus on grammar, spelling and punctuation. To develop a writing style that has a clear structure and an ability to develop answers in each subject area. The BUG technique

BOX the word which gives the type of answer required.

UNDERLINE the key words needed for the answer.

GLANCE back, while answering to ensure that all key words are included.

Subject teachers Subject teachers Whole school approach

On every piece of written work submitted by students January to May 2015 in following years September 2014 and subsequent years.

Time Time Time

confidence rate among the student population. MONITORING PROCEDURES -Homework -Class tests -House examinations Monitor CAT4 test and take note of standard age scores and stanines in verbal reasoning section of the test.

EVALUATION PROCEDURES -Improved literacy levels in line with set targets. -Improved grades in State Examinations. -

Strategy

To Encourage Parental Involvement

PLAN PERIOD 2014 - 2017 EVALUATION Annually

TASKS WHO? WHEN? RESOURCES SUCCESS CRITERIA A number of parents avail of literacy courses and take responsibility for development of their own literacy levels. Improved use of the library A group of parents meeting regularly and discussing a common book that they are reading.

MONITORING PROCEDURES HSCL to determine the numbers attending literacy courses and book club.

To identify a parental need for literacy development and secure literacy courses for parents in conjunction with the ETB

HSCL Officer During home visits in the 2014/2015 academic year.

Time Fuel Telephone

To open the school library to parents and encourage the setting up of a book club for parents.

HSCL Officer At a predetermined time during the week. To start in November 2014.

Cost of books Time

EVALUATION PROCEDURES Parental surveys.

Numeracy Plan 2015 -2018

Targets

To increase the percentage of Junior Certificate students that sit higher

level mathematics from 37.5% to 42% over the next three years.

To reduce the number of students sitting foundation mathematics in the

Junior Certificate from 16.67% to 12% over the next three years.

To continue to offer higher level mathematics at Leaving Certificate and

establish a 50% completion rate over the next three years.

To increase the number of students that “like mathematics” from 60% to

65% over the next three years.

To increase the number of students who feel confident in their problem solving ability from 60% to 65% over the next three years.

Strategy To develop a consistency of approach when dealing with numeracy content in all subject areas.

PLAN PERIOD 2014/2017 EVALUATION Annual Review

TASKS WHO? WHEN? RESOURCES SUCCESS CRITERIA -Teachers using keyword notebooks -cross curricular links are firmly established between subject areas. - More proficient use of calculators observed. -Less errors Scores in maths competency tests to improve in areas of area, patterns, sequences and arithmetic problems

Use of Keywords notebooks or bookmarks to build numeracy related vocabulary Development of a numeracy word wall.

All Class Teachers At the start of each topic or lesson.

JCSP keyword notebooks JCSP Key word posters JCSP Keyword bookmarks Keyword Bingo

Estimation (look, underline, calculate and check)

All class teachers Encourage estimation strategies when encountering numeracy content in all subject areas

“Show me Boards” Time

Calculator practice Cross Curricular Planning Numeracy promotion to become an integral part of subject planning.

All class teachers Between teachers with common links or themes in their subject areas using numeracy template. All subject teachers

Encourage students to purchase the same make and model of calculator from the shop so that practice can be uniform and consistent. Identify links at subject planning At the beginning of each school year

Calculator Time Allocate time Time

MONITORING PROCEDURES Staff feedback at subject planning meetings. JCSP meetings The number and type of calculation errors are reduced over the course of the year Administration of maths competency test to all first years in September and May of the school year. Students have greater awareness of numeracy content in every subject. A dedicated numeracy section in each subject plan All subject teachers are using a standard subject planning template.

Identifying common themes numeracy competencies in each subject area. (subject checklist) Develop strategies to improve numeracy competencies such as area, sequences, patterns and arithmetic problems.

All subject areas Mathematics teachers develop strategies to assist all subject teachers.

At the beginning of each school year September 2014

Time Paper Time

EVALUATION PROCEDURES

Key word quizzes

Class tests

Performance in State examinations.

New subject plans

Strategy:

To Stimulate more interest in numeracy by means of active learning

PLAN PERIOD 2014 - 2017 EVALUATION Numeracy targets evaluated annually.

TASKS WHO? WHEN? RESOURCES SUCCESS CRITERIA -Greater student interest and engagement. -Better understanding -Greater knowledge of applications outside the classroom. -Breaktime engagement with games -ICT room booked more often. - Student enjoyment

Outside Learning

Volume

Measurement

Speed

Area/Perimeter

Shapes

Triangulation

Maths challenges

Whole Staff Approach 2014/2015 School year and subsequent years.

String or rope Chalk Timer Electronic timer Measuring tape Trundle wheel

Use Interactive games and ICT maths games Buzzer games

Whole school approach

Regularly throughout the school year Use in class or during break times.

Use of Computer room. IPads Class set of IPads Buzzer, batteries, wire, soldering iron, solder, butterfly clips, corrugated Perspex for mounting

Continue to use JCSP Strategies such as Paired Maths Who wants to be a maths millionaire. Sudoko Maths quiz Numeracy word of the week with explanation Numeracy rich environment Enter school competitions e.g. inter school maths quiz, online manga high competitions etc. Celebration of Maths Week

Maths teachers and JCSP Coordinators. Maths teacher and JCSP Coordinators Whole staff –cross curricular planning and cooperation JSCP team Whole staff Mathematics teachers Whole staff

Term 2 Maths week activity First and second term Weekly throughout the school year Periodically display numeracy projects in different subject areas As they arise Designated week (national)

Time Computer and dataprojector Time Paper Time Paper Time Paper Time Computers Time

-senior students willing to engage with junior students for paired maths. MONITORING PROCEDURES -Homework -Class tests -House examinations -staff feedback - monitoring game scores -Team scores for first and second maths quiz.

EVALUATION PROCEDURES -Feedback from students -Feedback from staff/parents. -Improved grades in State Examinations. -

3 Year Plan to Improve Educational Attainment : 2014-2017

Target

Measure Lead Responsibility Monitoring & Evaluation

1. To increase the numbers of students taking higher level papers at Junior Certificate from an average of 53.35%, as indicated by baseline data, to 58% over 3 years.

2. Reduce the number of students taking no higher level papers in Junior Certificate from 16.75% to 8% by 2017.

Encourage all students to take at least one higher level paper Issue usernames and passwords for VSWare to parents to monitor educational attainment in both class tests and house examinations. Provision of training for parents on use of VSWare. Provision of intensive resource support to students in third year where resources allow. Encourage a higher level for mock exams. Teachers and parents need to “raise the bar” and have higher expectations of examination achievement by students JCSP initiatives

Principal Deputy Principal and subject teachers. Deputy Principal Principal/Deputy Principal Senior Management Learning Support teacher and staff Principal JCSPCord./classteachers

All subject teachers or subject departments to analyse the Junior and Leaving Certificate results and compare to national norms. Subject departments/teachers discuss and submit a subject improvement plan. All targets can be evaluated from analysis of Junior and Leaving Certificate results. Parent survey to monitor effectiveness

3. To increase the number of

A, B and C grades in higher level subjects at Junior Certificate from 70.91% to 75% over 3 years.

4. To increase the numbers of students taking higher level papers at Leaving Certificate from an average of 35.27%, as indicated by baseline data, to 45% over 3 years.

5. To increase the number of A, B and C grades in higher level subjects at Leaving Certificate from 49.19% to 55% by 2017.

Team teaching if allocation and resources permit. Maintain student of the month, annual student of the year and endeavour awards. Promote the continuation of higher level subjects from junior cycle to senior cycle. Homework monitoring and reporting in journal Study skills programme for 1st year and exam year students Common assessment in subjects such as English and Mathematics Maintain links with Access Programme with St. Angela’s College and Sligo IT

Senior management Senior management and class tutors. Class teachers Class teachers Career Guidance teacher Subject teachers Senior management

Principal/BOM to analyse certificate examination results Journal monitoring by class tutor and effectiveness of strategy to be discussed at parent – teacher meeting. Student performance in subsequent tests As above.

6. To reduce the percentage of students taking foundation level papers at both Leaving Certificate and Junior Certificate by 1% over the course of the DEIS action plan (2014-2017).

As Above Provision of intensive resource support to students in third year where resources allow. Encourage a minimum of ordinary level for mock exams. Maintain IEP provision for SEN Develop CPD on Assessment for Learning from 2014/15 building towards a whole school approach to AfL.

As Above Principal/Deputy Principal Learning support teacher in consultation with staff providing resource teaching. Principal, Deputy Principal with assistance from PDST team.

Monitor staff engagement with aspects of AfL using Google Docs.

Plan to Promote Educational Progression in Corran College 2014-2017

Targets 1. There will be an increase in students progressing to further education and higher education from

40.9% in 2014 to 55% by 2017. 2. There will be an increase in students progressing to higher education from 50% in 2014 to 60% in

2017 3. Progression to further education will increase from 12.5% to 20% by 2017.

Measure

Re-establish Homework Club utilising Croke Park hours for teachers, SNA(s) and SCP project worker.

The teachers to have high expectations of students and speak positively about college life.

Promote regular attendance from First Year to Leaving Cert.

Lead Responsibility Principal All staff All class teachers

Monitoring & Evaluation Monitor attendance on a daily basis, Inform parents via vsware text system if students are absent. Attitudinal survey Monitor attendance tab on VSWare

Learning Support access to students at senior cycle.

Weekly guidance class for Leaving Certificate and LCA students.

One to one guidance sessions for all senior cycle students.

Publication of College and University Open Days.

Visit IT Sligo/Ballinode College or other 3rd level institute or FE College.

Facilitate and coordinate visiting speakers from 3rd level or FE Colleges

Maintain links to Access Programme in St. Angela’s College, NUIG and Sligo IT.

Promote awareness of DEAR and HEAR programmes and Access programmes such as “Breaking the Mould”

Principal

Principal/Guidance Counsellor Guidance Counsellor

Guidance Counsellor

Guidance Counsellor

Principal/Guidance Counsellor

Principal

Individual subject departments

Monitor student attitude to progression at start of exam year and at end of exam year.

Record numbers of students using HEAR, DARE and Breaking the Mold

Visits to Higher Options and/or career exhibitions.

Foster links with subject local businesses and invite speakers into talk about specific careers and visit plant.

Motivation talks from past pupils who have successfully progressed through Higher Education.

Maintain links with Junior Achievement Ireland and Sligo Leader

Link Module class investigate Higher Education and organise a trip to an institute as part of their portfolio.

Guidance Counsellor to familiarize students with progression through National Qualifications Framework (NQF) via PLC and the higher level

Senior management/Career Guidance. Class teachers Principal Guidance counsellor, HSCL officer to visit parents at home and assist application completion Guidance counsellor, LCVP teacher

Guidance Counsellor

Monitor student attitude to all speakers.

links scheme. Significant emphasis placed on progression through University.

Assist students with completion of

CAO form, HEAR, DARE or Breaking the mould application forms.

Promote progression from Primary to Post-primary via:

Taster Day for all students in 6th

class from feeder National Schools.

Provide subject sampling for new 1st year students until Halloween each year.

Engage parents in the process of progression through information evening for 1st years

HSCL and/or Career Guidance Counsellor Senior management. Senior management.

Record numbers of students progressing to FE and Higher Education. Monitor enrolment figures from feeder schools. Monitor subject choice at 1st year.

Monitor attendance at meetings.

Plan to Promote Partnership with Parents : 2014-2017

Target Measure Lead Responsibility Monitoring and Evaluation 1. To improve attendance at

Parent / Teacher meetings by 10% over the course of 3 years.

1. All parents receive a yearly planner at the start of the year which clearly outlines dates and times of parent/teacher meetings.

2. All parents contacted by text one week before the parent / teacher meeting.

3. A text reminder is sent out one day before the parent / teacher meeting.

4. HSCL telephones each set of target parents on the day of the parent / teacher meeting.

5. Transport is provided for target parents to parent / teacher meetings, if required.

6. Parents are visibly welcomed in the school.

Principal Principal Principal HSCL Principal/HSCL Senior management and staff.

Class teachers collect data on the number of parents that attend parent / teacher meetings and senior management collate same.

2. To improve the attendance

of “target” parents at information evenings by 3% over the course of 3 years. Examples Programme and subject choice. First year Parents night.

3. The HSCL officer visits all students of first years and the parents of the target group over the course of their first year to access needs and increase levels of engagement.

1. All parents contacted by

text one week before the information night.

2. A text reminder is sent out one day before the information night.

3. HSCL telephones each set of “target” parents on the day of the information night.

4. Transport is provided for target parents to information night, if required.

5. Parents are visibly welcomed in the school.

Identify parents of target group. HSCL officer to promote the involvement of parents in their child’s education and build their confidence and capabilities to act as primary educators.

Principal Principal Principal Principal/ HSCL, if available. Senior management Principal/HSCL/SCP HSCL

Senior management note attendance for end of year review and evaluation. Written feedback from HSCL officer re home visits.

Target parents are encouraged to join the Parent’s Association and to engage in a range of supportive activities. Support their children’s learning by supporting JCSP initiatives such paired reading, reading challenge etc. Encouraged to join “Project Maths” classes for 1st year parents. Encouraged to engage in “maths for fun” and use the parent’s room, library and reading room in the school. Parental consultation relating to the development of and IEP for their child.

Principal HSCL Principal Maths Teachers HSCL HSCL Learning support teacher Principal

Note attendance of target parents at Parent’s Association meetings. Attendance monitoring Attendance monitoring Learning support teacher to evaluate progress of IEP. Survey parents to monitor the levels of satisfaction with the text messaging service, VSWare and the use of the school journal. Areas relating to ease of use and suggested improvements welcome.

4. Communication between home and school to occur a minimum of once per week over the course of the school year and that all forms of communication become more parent- friendly.

Parents must sign the school journal weekly and respond to communications from teachers using the same medium.

School events are notified to parents by means of our school texting system.

Parents are trained in the use of VSWare for attendance reporting, examination performance and behavioural management. Parents are always kept informed of any behavioural difficulty or academic decline by telephone, at the earliest opportunity to facilitate a solution by early intervention of parents. JCSP postcards posted to acknowledge student success.

Class Tutors Principal/school secretary Senior management Principal JCSP Coordinator

Parental feedback via survey or via interview. The numbers of cards distributed and their impact to be monitored by JCSP Coordinator

Parents consulted about levels at which students take state examinations. School Prospectus is very visual and parent – friendly.

Class teachers Senior management

Feedback from incoming parents of first years. Regular review of Prospectus.

Plan to Promote Partnership with Others : 2014-2017

Target

Measure Lead Responsibility Monitoring & Evaluation

1. To make contact with feeder primary schools a minimum of three times over the course of a school year to build strong links.

Invite all sixth class students to a “Taster Day” in November/December of the academic year. Invitation to 6th class in Scoil Mhuire gan Smal to an event during the year e.g. visiting planetarium, theatre etc. Principal and Deputy Principal to visit all sixth class students in feeder primary school prior to enrolment. Host an information evening on “Transition from primary to post primary school” prior to enrolment. Host both an Open Evening and Enrolment evening

Senior management Principal Senior management Senior management All staff

Success is gauged by the level of attendance and participation in the Taster day, Oral feedback from students and teacher Attendance as an indicator of success. Ultimately the success of the relationship building is reflected in the number of enrolments.

2. To promote partnership with the local voluntary secondary school by hosting one event per year involving students and parents of both schools and the wider community

To collaborate on hosting a series of talks on “Cyberbullying”, New Junior Cycle, Project Maths of Parents etc. for parents in the wider community Use of visiting speakers

- -SOLAS - -FE and HE institutes

- Business community - -charitable organisations - -Foroige - Aware - HSE

Use of local facilities -the Art Deco -Loftus hall -Ballymote Celtic soccer pitch -Ballymote GAA pitch -Ballymote Community library -Eagles Flying

Principals of Corran College and Colaiste Mhuire. Principals Class teachers with the permission of senior management.

Monitored on “Application Forms to Enrol” New friendships formed and a new era of cooperation and collaboration begins. Survey student, parents and teachers. Formal and informal feedback to organiser. Use of surveys

. 3.To increase our links with the community over the course of the year.

LCVP and LCA work experience in local businesses. Tours of Local Facilities -Local factories – TopChem -Ballymote library -local Bank -Credit Union Involvement of students in local community projects Sourcing food for the DEIS lunches locally Engaging locally qualified tradesmen for repair and maintenance of the school. Use of local bus companies to provide transport to sporting and other educational events throughout the year. Making the school facilities available to parents and the local community for evening and FE courses.

Organising teachers Class teachers Principal Principal Teachers Principal

Reporting from employers, Collated by respective coordinators. Evaluation sheets Pricing and quality of food monitored by Principal Pricing and quality of work monitored by Principal. Pricing monitored by school secretary Oral Feedback from users and evaluation sheets issued by providers.

4.To maintain our current level of contact with outside educational agencies and stakeholders over the course of the year.

Maintain open lines of communication with CPD Agencies – Project Maths, SPHE, SLSS, PDST etc Contact with the following agencies when the need arises. NEWB HSE NEPs TUSLA Gardai TUI Board of Management Local Media

Principal Principal

Record participation rates of teachers in CPD in their subject or related areas.