School Strategic Plan 2007 -2009

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					School Strategic Plan
    2007 -2009

                 Coalstoun Lakes SS TSR 2007-2009
                            School Purpose and Vision Statement

The Principal, the staff, the parents and the community wish to provide
an environment, which will be educational and thought provoking for
children of all ages. Through many varied experiences the children
should be challenged to further their knowledge of their immediate
community and the far off world. All students will come to appreciate
the importance and necessity of the life skills of co-operation,
participation, thoughtfulness and common sense. The children will look
towards industry and integrity.

                              (Compiled by the School Development Committee, 1989)

                                      Statement of Purpose
 The School Strategic Plan is a product of self-reflection by our school community and is a strategic
     planning and accountability document that spans a period of three years and informs the
  development of the Annual Operational Plan. It details the way in which the school will improve
   student learning and how it will monitor performance as it works towards the achievement of:

        Systemic planning priorities outlined in the Education Queensland Strategic Plan and
        Destination 2010
        School-based developmental priorities
        School purpose and vision statement

   Annual adjustments can be made to reflect changes in systemic direction and challenges in the
   school community. Such adjustments will be made after consultation wit the Executive Director,
                              Schools and the school community

…………………………………….                   ………………………………………                    ……………………………………..
Mrs Ros Rackemann                 Mr Don Bird                        Cecily Andersen

Principal                         President Parents & Citizens       Executive Director, Schools

Date:       /   / 2006
                                   SCHOOL CONTEXT
                                  Date: /  / 2006
                                                                     Date:        /     / 2006

                                                                      Coalstoun Lakes SS TSR 2007-2009

Improved Learning Outcomes:
Overall student performance trends and outcomes
    Year 2 Net
                 2000          2001        2002              2003             2004        2005           Target
     Reading     66%           100%        100%              100%             100%        100%           80%
     Writing     100%          100%        100%              100%             100%        100%           87%
     Number      100%          100%        66%               100%             100%        100%           85%
   Year 3 Statewide Testing
                               SCHOOL        STATE                                         SCHOOL          STATE
       AREA       YEAR                                          AREA           YEAR
                                MEAN         MEAN                                           MEAN           MEAN
                  2003           539          531                               2003         663            535
      Reading     2004               -             -           Spelling         2004              -
                  2005           563           542                              2005         625            537
                  2003           611           536                              2003         575            533
      Writing     2004            -             -                               2004          -              -
                  2005           538           503                              2005         550            522
                               SCHOOL         STATE                                        SCHOOL          STATE
       AREA       YEAR                                          AREA            YEAR
                                MEAN          MEAN                                          MEAN           MEAN
                  2003           584           529                              2003         531            535
                                                               M’ment/                                       -
      Number      2004               -             -                            2004              -
                  2005              740        531                              2005          716           536
                  2003              584        537                              2003          566           534
       Space      2004               -          -                               2004           -             -
                  2005              717        539                              2005          724           536
     Meeting                                   528
     National     2005          743          National
   Year 5 Statewide Testing
                              SCHOOL                                                        SCHOOL         STATE
      AREA       YEAR                     STATE MEAN              AREA           YEAR
                               MEAN                                                          MEAN          MEAN
                 2003           707            602                               2003         697           608
      Number     2004           629            606                               2004         617           620
                 2005           773            601                               2005         711           604
                 2003           678            611                               2003         694           607
      Space      2004           565            615                               2004         604           614
                 2005           684            608                               2005         722           604
    Numeracy     2004           607            613
     Meeting                                   528
     National    2005           743          National
                              SCHOOL                                                        SCHOOL          STATE
       AREA      YEAR                     STATE MEAN              AREA           YEAR
                               MEAN                                                          MEAN           MEAN
                 2003           627           611                              2003         717            612
      Reading    2004           529           608             Spelling         2004         608            617
                 2005           653           607                              2005         744            593
                 2003           707           605                              2003         667            608
      Writing    2004           626           602          Literacy Overall    2004         610            605
                 2005           671           597                              2005         662            602
   Year 7 Statewide Testing
                               SCHOOL         STATE                                        SCHOOL          STATE
      AREA       YEAR                                           AREA           YEAR
                                MEAN          MEAN                                          MEAN           MEAN
                  2003          -              -                                2003        -              -
      Number      2004         682           664                                2004       691            665
                  2005         823           656                                2005       818            660
                  2003          -              -                                2003
      Space       2004         705           666                                2004        687           664
                  2005         763           664                                2005        802           656
    Numeracy      2004         687           664
     Meeting      2005         802           656
     National                               National
    Benchmark                              Benchmark
                              SCHOOL          STATE                                        SCHOOL          STATE
       AREA      YEAR                                           AREA           YEAR
                               MEAN           MEAN                                          MEAN           MEAN
                 2003          -              -                               2003          -              -
      Reading    2004         711            691             Spelling         2004         729            691
                 2005         764            681                              2005          780           679
                 2003          -              -                               2003           -             -
                 2004         682            697             Literacy         2004          696           694
                 2005         751            734                              2005          757           708

                                                                                Coalstoun Lakes SS TSR 2007-2009
       100% of students in the year 2 net do not require intervention.
       Students in year 3, 5 & 7 achieve the national benchmark or above in literacy and
       Early intervention programs are developed for students identified by classroom teacher
       across the KLA’s.
       Specialised programs of THRASS, Intensive Reading, Critical Literacy And Learning
       Connections are proving to be enormously beneficial to students and will be maintained to
       a high level.
       Individual learning needs catered for throughout the entire cohort.
       Homereading program is extremely beneficial and well supported by parents and
       The majority of students are reading above their chronological age.
       The extensive number facts and tables program will continue in the school for all year

Distinctive learning needs of students
        Learning connections program assists with the identification of student learning styles.
        Intervention programs are provided for individual students that are identified by class
        teachers’ as ‘at risk.’
        Individual Education Programs are developed for Students with Disabilities and students
       have been profiled through the Education Adjustment Program.
       The action plan for Partners for Success is being implemented.
       Transition program for students entering year 8 is being developed and more extensive
       program will be created for the future.
       Preschool (Prep) transition days occur during term 4 of each year and students adjust
       extremely well to our school environment.

Effectiveness of inclusive practices for all students
       Productive pedagogies are used constantly throughout the teaching day to include all
       students and to cater for individual learning styles.
        Learning connections and specialised programs such as THRASS, Intensive Reading
       and Critical Literacy assist students to progress through their learning outcomes.
       Transition programs for high school years has seen less anxiety within the students.
       Learning outcomes for ATSI student is monitored and individual support and a supportive
       environment has seen benefits for the student.
       Implementation of the P4S action plan has assisted staff with teaching practices.
       Full implementation of the EAP process has occurred and the student has made
       significant progress in aspects of curriculum and all social aspects.
       Students’ attendance levels are of a high level. Monitoring attendance of all students and
       close communication with parents has been developed.
       Programs that improve students learning opportunities, including school camps,
       excursions, Small School Cluster activities days and Transition Programs are very
       successful with all students.
       Healthy Food Strategy has been implemented since the beginning of 2006. Students
       partake in a fruit or protein break every morning and follow the water strategy.

                                                                      Coalstoun Lakes SS TSR 2007-2009
Integration Of Curriculum, Teaching, Assessment And Reporting:
Curriculum Framework, Teaching & Learning

In 2002, Coalstoun Lakes State School developed its Curriculum Framework. The Queensland
School Curriculum is designed to assist students to become lifelong learners. The overall learning
outcomes of the curriculum contain elements common to all key learning areas and collectively
describe the valued attributes of a lifelong learner.

A lifelong learner is:

          A knowledgeable person with deep understanding
          A complex thinker
          A creative person
          An active investigator
          An effective communicator
          A participant in an interdependent world
          A reflective and self-directed learner.

The school curriculum plan was designed to meet the needs of the rural communities of: -Booyal
Central; Brooweena; Coalstoun Lakes; Dallarnil and Degilbo State Schools. These small schools
are situated in the Wide Bay Educational Region and service the rural communities of these
schools and the surrounding districts. Each of these schools operate multi-age and inclusive
learning environments, with varying numbers across the year levels.

The Curriculum Plan details:

          How the core learning outcomes of the curriculum are organised across
          all year levels;
          The range of teaching strategies including specific learner needs within
          our isolated rural contexts;
          Principles underlying the range of assessment devices used; and how
          assessment evidence informs teaching, learning, and reporting.

Coalstoun Lakes State School, in collaboration with the small schools within the Biggenden
cluster, organises and delivers curriculum through our three-year cyclic organiser, with three
themes being covered in depth each year.

Our nine units covered are Environments, Change, Expressions, Life and Living, Our Cultural
World, Investigations, Communities, Technologies, Body Work. These are the organisers for the
Key Learning Areas.

Each strand and key outcome in the eight key learning areas are integrated into their most
relevant theme and form the foundation for integrated units of work. Flexibility is built in for time
and undesignated special events/units each term. Units are designed, with the selected theme
underpinning and linking the learning experiences throughout the unit.

These themes have been developed as a response to cluster, community and student
consultation that identified an emphasis on literacy, numeracy, and other integrated Key Learning
Areas. The view expressed was a belief that academic, social and personal balance is essential.
Students need to be independent and self-directed learners.

                                                                          Coalstoun Lakes SS TSR 2007-2009
Our theme model is culturally inclusive and places information and communication technologies
(ICT’s) for learning at the forefront of our curriculum framework.
Coalstoun Lakes State School’s program is arranged around Literacy, Numeracy and Integrated
Frameworks, that will engage all students in intellectually challenging learning experiences,
mastering practices needed for living in complex, multicultural networked societies. The
integrated program has been organised into integrating devices in which the core learning
outcomes across Literacy, Numeracy, Science, Technology, SOSE, HPE , and the Art’s KLA ‘s
have been outlined. ICT’s will be utilized as a learning tool in each of the integrating devices.

The units are delivered in a three-year cycle. Each theme has a particular KLA focus, but all key
outcomes are covered over the three-year cycle. All units provide students with the opportunities
to be introduced to new concepts, as well as to consolidate understanding and develop, enhance,
and build on previous understandings.

Units are shared across the nominated schools. At the completion of the three years cycle the
framework is reviewed.

The whole school literacy strategy, was developed in 2002.

The community indicated that the teaching of literacy was highly valued. The teaching of literacy
will be centred on the four resources model.
        Code Breaker
        Text User
        Text Participant
        Text Analyst

The outcomes from eight key learning areas form the basis of our core learnings. We aim for the
students to be demonstrating Level 4 outcomes at the end of year 7. Provisions will be made
across all year levels for any student/s who need additional learning experiences and for students
who demonstrate understandings beyond Level 4.

Due to classroom organisation students can easily be accommodated at a level best suited with
their individual learning needs. Through inclusive practice, the needs of all students will be
catered for. For children with special needs, this school significantly supports these students
through purchasing extra teacher aide time, accessing an intervention teacher and one to one

The teaching of LOTE, Music and the coverage of Health and Physical Education strand –
Developing Concepts And Skills For Physical Activity will be carried out by specialist teachers.
Personal Development and Health Promotion will be ongoing throughout the year.

Pedagogy is the science of teaching. Effective teachers employ an array of teaching strategies –
the Productive Pedagogies.

The four elements of Productive Pedagogies: Intellectual Quality, Connectedness, Supportive
Classroom Environment and Recognition of Difference underpin and are embedded into all of the
themes across the schools. The teachers of this Cluster are committed to making use of the
Productive Pedagogies in their classrooms.

Across the schools the approach to teaching and learning focuses on constructivist theories.
This is based on the views that recognise meaning is actively constructed within the learner’s
existing framework. Knowledge is not disembodied but linked to the action and experiences of the
learner and the context in which it occurs. Some strategies are better suited to teaching certain
skills and fields of knowledge than are others. Some strategies are better suited to certain student
backgrounds, learning styles and abilities. Since we know the world only through our own
experiences, knowledge cannot be transmitted and meanings must be constructed for ourselves.
All students should be involved in intellectually challenging pursuits—those that provide
opportunities for deep engagement with a topic or concept. When students of all backgrounds are
expected to undertake work of high intellectual quality, overall academic performance improves
and equity gaps diminish.
                                                                        Coalstoun Lakes SS TSR 2007-2009
Assessment & Reporting

Assessment is a key aspect of the teaching and learning process. The purpose of assessment is
to report the progress of students, to inform planning and to provide data that can be
communicated. Assessment will be both formative and summative.

At Coalstoun Lakes State School we will assess a sample of Core Learning Outcomes across all
strands of all Key Learning Areas. Not all Core Learning Outcomes will be assessed.

Quality assessment at Coalstoun Lakes State School involves:
          A range of task formats
          A range of response models
          Clear criteria for assessment which are shared with the learner; and
          Constructive and realistic feedback to the learner; and
          Moderation as a quality assurance process.

Coalstoun Lakes State School also employs a range of assessment techniques and instruments.
These include:
         Focused analysis: projects, tasks, artwork, work samples, performances, diagnostic and
         systemic tests which also include the Essential Learnings & Standards.
         Consultation: interviews, conferences, discussions and learning logs.
         Observation: group work, oral presentations, checklists, skill tests, anecdotal and
         running records and student reflection.
         Assessment folders are correlated on a frequent basis to collect data on students
         learning. Standardised testing includes the year 3, 5 & 7 tests, the Australasian
         numeracy and literacy tests, PM Benchmarks for reading and numeracy, Neale Reading
         and Comprehension test, all of which are performed by all relevant students. Spelling
         and number fact tests are used as assessment items also. Writing samples are
         collected on a regular basis also.

The cluster schools have developed and implemented our Assessment Framework across the
areas of literacy and numeracy.

Teachers and staff will engage in learning and professional development in the area of
assessment by attending in-service and then implementing strategies from this in-service.

Reporting is the communication of information on the results of assessment of student
achievement to a variety of audiences in a variety of styles for a variety of purposes.

The purposes of reporting are to:
      Recognise, acknowledge and give credit for student achievement.
      Contribute to students holistic personal development; and
      Identify how well the curriculum, pedagogy and assessment enable students to develop
      academic and social skills.
      Identify some areas of need for the student to work on.

Reporting to parents/carers draws on individual student records, supplemented by other evidence
such as that recorded by the teacher and students in the student’s portfolio. These Portfolios
contain samples of work demonstrating core learning outcomes from across all strands and

As a minimum expectation, face – to – face reporting must happen at least two times a year and
written reports will be produced at least two times a year. This occurs across all grade levels in
the school.

                                                                        Coalstoun Lakes SS TSR 2007-2009
Reporting occurs at a variety of times and in a variety of contexts at Coalstoun Lakes State
       Written progress reports are issued once per semester.
       Twice yearly face to face parent teacher interview is requested. Parents enjoy having the
       opportunity to view the students’ assessment folders and to discuss any issues of
       Weekly reports continue to inform parents on numeracy and literacy results and on work
       ethics for the week.
       Year 2 Net reports are issued at the end of the first semester in Year 2 and continuum
       reports for Year 1 and 3 at the end of the year.
       Year 3, 5 and 7 Systemic Test Reports are issued at the end of the year.
       QCAR Framework recommendations are being responded to and continuation of
       awareness raising needs to continue as progression occurs.
       Report card ratings adjusted to align with the QCAR Framework, using A-E system.
       Parents felt they could relate to the new codes better.

Syllabus Implementation & Local Responses

       Implementation of the KLA syllabuses is occurring throughout the school. Teachers rate
       themselves as making significant progress in the implementation of the new syllabuses of
       English and Mathematics.
       Staff and students in the integration of ICT’s in the classrooms are making significant
       Awareness raising is occurring in the area of Essential Learnings & Standards throughout
       the Key Learning Areas. Teacher consultation is currently occurring to identify what
       students need to know from Prep to year 7.
       Enquiry based experiences are provided for students on a weekly basis to implement
       Spotlight on Science. Students are enthusiastic and eager to experiment.
       Significant progress has been made with the Middle Phase of Learning Action Plan.
       Transition program has improved for year 7 students and further investigations will be
       negotiated with Gayndah and Biggenden.
       Prep resources have been purchased. Facility program for Prep has been developed.
       Teachers and teacher aide have all been inserviced.
       Opportunities for students to attend sporting trials are provided. Student in 2005
       successfully represented Wide Bay in three sports and went on to represent Queensland
       in girls cricket. That student was named Wide Bay Sports Person of the year. In doing so
       provided an excellent role model for other students and showed success can be achieved
       from attending a small school.
       Unit celebrations are held in a variety of forms at the end of each unit. Students and
       parents as well as community members rate these events as extremely important and
       exceptionally enjoyable.

                                                                      Coalstoun Lakes SS TSR 2007-2009

School and Community:
Trends in enrolment, mobility, transitioning and attendance data
      The attendance rate of students is exceptionally high with only two recorded unexplained
      Enrolment numbers have remained in the mid to high twenties since 2002 and are
      predicted to remain in the high twenties for the next three years.





           '93   '94   '95   '96   '97   '98   '99   '00   '01   '02   '03   '04 "05 '06

       All but one student attended year 8 in a state school from 2002 to 2005. For the next
       three years, it is predicted that 100% of students will enrol in a state school for year 8.
        Enrolment Management Plan identified the school’s catchment area and categorised
       enrolment eligibility.
       22% of students currently enrolled at the school are not from within the catchment area.

The diversity of resources that students bring to learning
       Students are predominately from rural backgrounds with many being second and third
       generation students of Coalstoun Lakes State School
       One family recognises themselves as Aboriginal
       All families come from predominately English speaking backgrounds.

Social, economic and cultural opportunities for the schools
        The school is held in high regards within the community with enormous support being
       The school participates in many cultural and social activities including Arts Council,
       excursions, Cluster activities both educational and sporting, annual school concert and a
       bi-annual school camp

Geographical spread and special features/resources of the community
     The school is situated in a rural area with the majority of students coming from farming
       Parents, grandparents and community members are very enthusiastic about the support
      they give to the students. All sporting activities, tuckshop, curriculum assistance is given
      by members of the community who possess skills that are invaluable.

Local community priorities and expectations for the school
       The school is a focal point of the community. With many students being second and third
       generation students, the community respects and supports the school enormously.

Partnerships with community organisations, business and industry, cluster schools and
other government agencies and other educational providers
       Coalstoun Lakes State School works closely with the small schools in the Biggenden
       Cluster: Dallarnil, Booyal Central, Degilbo and Brooweena State Schools
       Biggenden State School and Burnett College work closely with the school to provide
       assistance with the transition programs of the year 7 students.
                                                                                           Coalstoun Lakes SS TSR 2007-2009
       Coalstoun Lakes & District Soldiers Memorial Hall works collaboratively with the school
       and the P & C Association. Mutual assistance is given by both organisations and
       utilization of facilities is provided.

Learning Environment:
Parent and student opinion survey data on learning and school climate
       Over the last three years an average of 91.9% of parents are satisfied that their children
      are getting a good education at the school.
       Over the last three years an average of 93.9% of students are satisfied that they are
      getting a good education at the school
       Over the last three years an average of 92.77% of parents were satisfied that the school
      is a good school.
Needs of students with challenging behaviours
       The Responsible School Behaviour Plan has been developed and implemented
      throughout the school.
       A positive and supportive environment is provided throughout the school.
       Students are very well behaved with no disciplinary action being recorded.

Assess provision including ICTs that supports the learning environment
       Students are very satisfied with the availability of computers. At present there is a 1: 2
      ratio for computers to students.
       The ICT agreement and asset replacement program ensures computers are replaced
      and updated.
      ICT’s are an integral part of the school curriculum.

Sources Of Funds And Resources:
Government core funds
      YCCA – Administrative Assistance Grant
      YCGC – Groundscare Grant
      YCGE – Grounds Equipment Replacement Grant
      YCIC – ICT for Learning Grant
      YCRW – Routine Works Grant
      YCSG – General School Grant
      YCSI – Smart Schools Subsidy Grant
      YCSS – Sanitary Utilities Grant
      YCSW – Swimming Grant
      YCTF – TRS – Teaching Principal, NCT, CCT
      YCTP – Telecommunications Grant
      YCTR – TRS – Sick/Emergent
      YCUT – Utilities Grant
      YCEC – Prep Curriculum Resourcing Establishment Grant

Government targeted funds
      YNSL – Literacy & Numeracy Grant
      YNSF – Prep Facilities & Furniture Grant
      YNCI – Indigenous Education Grant

Funds from other sources
      P & C Association works tirelessly and commit to resources for all students. Many
      physical working bees are held to assist with the maintenance of the school grounds
      Project Club is a student run committee. The students conduct a weekly tuckshop and
      raise monies through various fund raising ventures. They contribute funds towards the
      school camp and each year work to buy an asset for the school to be recognised as that
      particular years contribution.

                                                                        Coalstoun Lakes SS TSR 2007-2009

Staff Professionalism And Development And Continuous Learning:
Workforce planning
      Teachers have been trained in the implementation of Prep and the new Early Years
      Curriculum Guidelines.
      Continue the implementation of the middle phase of learning strategies and provide
      opportunities for students to socialise with peers of their own age.
      Develop a new report card that meets the QCAR guidelines.
      Attend Professional Development for the QCAR framework.
      100% of staff are satisfied with the access to professional development opportunities.

Access of teaching and non-teaching personnel to professional development
       Continue to provide Professional Development opportunities for all teaching and non-
      teaching personnel, especially in the areas of ICT, literacy and numeracy.

Engagement in collaborative knowledge sharing networks
     Continue to work collaboratively with the schools in the Biggenden & Burnett Cluster
      Establish networks within the Wide Bay West Education District.

Capacity to respond to emerging technologies and societal and organisational change
       Implement and review the plans for Prep facilities and resources.
      Investigate and upgrade the library system.
      Implement the new ISSS and MOE projects for ICT’s.
      Investing In Schools grants - library, new older student playground and air conditioning.

Leadership And Leadership Development:
        Provide role model for teaching staff members.
        Attend professional development in regards to developing leadership qualities.
        Parents and community members rate the staff members as extremely dedicated and

Employment And Diversity:
Workforce Plans
      Work place reform for the school cleaner to allow cleaning of the school one morning a
      week (cleaner is a single mother who has requested one afternoon off to take her
      daughter to dancing)

Employee Health And Wellbeing:
Understanding of role, responsibilities and rights
       Provide regular informal and formal meetings with all staff members to ensure they
      understand their roles, responsibilities and rights.
      Showcase and provide acknowledgement of staff achievements and their dedication.
      Ensure the happy supportive environment continues amongst all staff members.
      100% of staff members are satisfied with morale in the school.

Workplace health and safety processes
      Continue to conduct regular workplace assessment meetings, to ensure the school is a
      safe environment.

                                                                      Coalstoun Lakes SS TSR 2007-2009
 Findings and Recommendations:
Learning – implementing a learning framework to prepare students for
living in complex, multicultural, networked societies.
       Implementation of Literacy Strategy
          Increased focus being paid to direct teaching of grammar, punctuation and genres.
          100% of students have achieved the year 3, 5 & 7 national benchmarks in literacy.
          100% of students have not required intervention in the year 2 net.
        ⇒ Continue to focus attention on literacy with attention to direct teaching of grammar,
          punctuation and genres.
        ⇒ Develop assessment tasks that will correlate with the Essential Learnings and
          Teaching as well at the literacy benchmarks.
       Implementation of the ICT Agreement
          Digital records of students’ work samples and reports have been developed in the
          upper school.
          Each year, a minimum of three new computers, are purchased.
           A ratio of 1 computer for every two students currently exists.
        ⇒ Continue to implement the ICT agreement on an annual basis with the focus being
          on improving the lower schools technology skills.
        ⇒ Continue to maintain the ratio of computers to students.
        ⇒ Develop the digital portfolio for lower school students.
        ⇒ Develop the digital portfolio for Prep students.
        ⇒ Implement the ISSS and MOE projects for ICT’s.
       Implementation of reviewed Curriculum Framework
          The curriculum framework was reviewed and the second cycle is occurring in 2006.
          Units still remain dynamic and students are immersing themselves in learning.
           Celebrations and showcasing of units have been a high light for students, parents,
          staff and community members.
        ⇒ Continue to implement the reviewed Curriculum Framework and showcase the
          students’ work.
        ⇒ Review the Curriculum Framework in 2009.
       Monitor students outcomes in Literacy and Numeracy across the school
          Assessment folders continue to be used with samples of student’s work collected
          Intervention is provided for students who may be experiencing difficulties.
          School bases and standardised testing performed on all students to monitor
        ⇒ Continue to maintain assessment folders for all students.
        ⇒ Focus on the reporting in relation to the new QCAR guidelines.
        ⇒ Develop a new report card to correlate with the new QCAR guidelines.
       Focus on students’ socialization skills and their ability to communicate
       and interact with their peers in Cluster Schools.
          Participation with Biggenden Cluster schools across sporting and educational
          activities which include: Small School Cluster days; Life Education; North Burnett
          Sports Tour; Athletics and Swimming carnivals; North Burnett sporting trials.
          Student selected in Wide Bay Softball, Netball and Cricket teams. Then went on to
          make the State Cricket team and was named Wide Bay Sportsperson of the year.
          German program is held with high regard by staff and students.
          Physical Education Program is well delivered throughout all Cluster schools.
        ⇒ Continue to encourage students to believe in themselves and strive to succeed.

       ⇒ Celebrate the success of the German, Music and Physical Education programs.
Schools – create learning communities that meet the diverse student and
community needs.

       Facilitate opportunities for staff and parents to access workshops
          Provided opportunities for staff to attend professional development in literacy,
          numeracy, ICT’s, other KLA’s, first aide courses and other appropriate training
          Community invited to attend courses. Demonstration & participation in activities that
          students are involved with on a daily basis at the annual parent night.
       ⇒ Continue to provide learning opportunities for staff and the community.

       Productive partnerships with their community and with business,
       industry and other government agencies continue.
          Continue partnerships with Biggenden Schools Cluster, community, industry and
          government agencies
          Participation of students in the Local Careers Expo.
          Development of the Burnett Cluster – extension of support into the Gayndah Cluster
          Adopt-A-Cop programme has rekindled and students have enjoyed the visits from
          the police constable.
          Queensland Health Dental Van performed routine checks on students.
          Life Education Programme accessed via the van in Biggenden.
          North Burnett Sports Tour developed for all Cluster Schools with subsidies being
          received from the Biggenden Shire Council.
          Mayor Betty Johnson attending school functions on a regular basis, with a highlight
          being her participating in the Principal For A Day programme.
          Coalstoun Lakes & District Soldiers Memorial Hall continued their support by
          providing the school with free use of their facilities. School advertises their functions
          for them.
        ⇒ Continue to reinforce the partnerships that have been established and developed.
          Celebrate the partnerships on a regular basis.
        ⇒ Investigate and develop connections with Queensland Health in order to assess all
          students in year 1 and year 7.
        ⇒ Investigate the services provided by the Dental Van (concern over treatment not
          being performed at the school)

       Provide a safe, tolerant and disciplined learning environment.
          With consultation with parents and community members, the Responsible Behaviour
          Management Plan was developed and implemented.
          A values forum was held at a parent and community session. The values were
          analysed and reflections occurred to correlate with the Responsible Behaviour
          Management Plan.
          A review of the home and school written communication techniques occurred.
          Parents and community members indicated that they were satisfied with the current
          Continuation of the formal oral communication reporting to parents.
          Developed a Prep information booklet.
          Continuation of the following forms of communication: weekly newsletter,
          prospectus, enrolment forms, staff information booklet and weekly reports.
          Development of the new school web page in accordance with Education Queensland
        ⇒ Monitor and review the Responsible Behaviour Management Plan in consultation
          with students, staff, parents and community members.
        ⇒ Continue to maintain and update the school web page.
        ⇒ Continue the reporting and communicating systems with parents and community.

       Enrolment and transition programs
          Enrolment Management Plan established which provided a clear map of the
          Catchment Area.
          Successful transition programme for Preschool students occurred.
          Year 7 students attended a more formalised transition programme at Burnett College
          as well as a one day orientation day at Biggenden State High School.
          Community invited to attend courses. Demonstration & participation in activities that
          students are involved with on a daily basis at the annual parent night.
       ⇒ Provide transition program for Prep students.
       ⇒ Continue to be involved in the Year 7 transition program at Burnett College.
       ⇒ Continue to be proactive with Biggenden State School and develop a transition

Workforce – ensure the workforce has the capacity and flexibility to deliver
the objectives of QSE-2010
       The workforce has characteristics to successfully perform their duties
          Staff capabilities aligned with the 2010 objectives in areas of literacy (reading and
          writing), arts, technology, numeracy and the new Early Years Curriculum.
          Developed a register for the profiling of staff Professional Development.
          24% of school budget expended on Professional Development activities.
          All staff members attended training sessions.
        ⇒ Continue to provide Professional Development opportunities for all staff members.
        ⇒ Continue to provide financial support for Professional Development.
        ⇒ Reflect upon teaching standards in accordance to the Professional Standards for

       Leadership drives education reform, supports productive relationships
       and promotes innovation
          All staff members are trained in Code of Conduct, Child Protection Policy, Valuing
          Diversity and Crossing Cultural training.
          Staff trained in all identified areas of reform: ICT’s, Early Childhood and
          Continued the professional relationships within the Biggenden Cluster Schools.
          Celebrated achievements of staff through newsletters, parades and unit celebration
        ⇒ Continue to provide Professional Development opportunities for all staff members on
          all new Education Queensland initiatives.
        ⇒ Maintain relationships with the Biggenden Cluster Schools Principals.
        ⇒ Continue to celebrate the skills and dedication of all staff members.
        ⇒ Implement strategies to resolve grievances and industrial disputes at the school
        ⇒ Provide opportunities for educational reform through innovative practices.
        ⇒ Reflect upon the Standards Framework for Leaders.

                                                 COALSTOUN LAKES STATE SCHOOL STRATEGIC PLAN
Vision: To provide an environment which will be educational and thought provoking for children of all ages. Students, staff and parents work
collaboratively together to provide the best for all stake holders. Integrity and industry are worked towards by all.
 Destination                  Key Strategies                                              Key Actions                              D2010/School Performance Indicators                   2009 Targets
    2010          [What does the school want to achieve?]                      [What will the school need to do?]                  [What will be the indicators of success?]
 Outcomes                                                                                                                                                                                [if applicable]

                 LITERACY:                                                                                                         •         LE 1.1: Percentage of Year 2 students       100% - R
LEARNING                Enhance literacy achievement through           - Full implementation and review of literacy strategy           not requiring additional support for Yr 2 NET –   100% -W
  Improved              targeted strategies                            -Continue the focus on development of multi-literacies          Reading, Writing, Number                          100% -N
  learning                                                             and critical literacy                                       •         LE 1.2: Percentage of Years 3, 5,7          100% - R
  outcomes for                                                         -Teaching of grammar, punctuation and writing genres.           students performing above the national            100% - W
  students                                                                                                                             benchmarks in Reading, Writing and                100% - N
                                                                       - Continue to develop and implement, THRASS,                    Numeracy
                         Develop strategies for the teaching of
                         reading as every teacher’s business           Intensive Reading, Oracy and Phonics Programs
                                                                                                                                   •        Effective inclusive practices
                                                                       throughout the entire cohort
                                                                                                                                   •        Effective strategies to implement the
                                                                       -Continuation of Learning Connections                           Prep Year, Spotlight on Science, P4S and
                                                                       -Continue the successful home reading and intensive             MPOL
                                                                       reading programs.                                           •        Assessment folders containing PM
                                                                       -Monitor progress of all students and continue to               Benchmarks reading and numeracy
                                                                       identify students ‘at risk’                                     results, Neale reading results, writing
                                                                       -Provide early intervention and support for identified          samples, spelling and number fact
                                                                       students                                                        progression, Year 2 net continuum
                                                                                                                                   •        Corporate Data Warehouse
                                                                       - Monitor students outcomes in Literacy against the new     •        Essential Learnings & Standards
                         Respond to the recommendations and
                         directions identified by the new state wide   literacy framework
                         literacy framework when developed

                      Enhance numeracy achievement through             -Continue the extensive number facts and tables
                      targeted strategies                              program
                                                                       -Early intervention for students with support-a-maths
                                                                       -Continuation of Learning Connections
                                                                       -Monitor all students’ progress against mathematics
                                                                       outcomes and identify students ‘at risk’.
                                                                       -Provide intervention and support for identified students
                                                                       -Become familiar with National Benchmarks for yr 3/5/7
                                                                       -Full implementation of the new mathematics syllabus

                                                 COALSTOUN LAKES STATE SCHOOL STRATEGIC PLAN
Vision: To provide an environment which will be educational and thought provoking for children of all ages. Students, staff and parents work
collaboratively together to provide the best for all stake holders. Integrity and industry are worked towards by all.
 Destination                 Key Strategies                                                    Key Actions                              D2010/School Performance Indicators         2009 Targets
    2010         [What does the school want to achieve?]                            [What will the school need to do?]                  [What will be the indicators of success?]
 Outcomes                                                                                                                                                                           [if applicable]

                       Improve learning outcomes and                        -Monitor and continue use of inclusive practices used       Class roll & school assessment.
                       completion rates of ATSI students through            across, curriculum, pedagogy, assessment and reporting,     Corporate Data Warehouse
                       the implementation of P4S Action Plan                and school policies and documents.
                                                                            -For identified students monitor – attendance, Literacy
                                                                            & Numeracy levels.
                                                                            -Review curriculum to ensure Indigenous Perspectives
                                                                            are embedded across all KLA’s.
                         Improve learning outcomes for SWD’s
                                                                            -Ensure staff are familiar with processes and continue to
                   through implementation of EAP
                                                                            provide Professional Development                            Individual Education Plans
                                                                            -Implement policies and planning for identified students.
                                                                            -For identified students monitor – attendance, Literacy
                                                                            & Numeracy levels.
                         Improve learning outcomes for all students
                                                                            -Monitor and continue use of inclusive practices used
                         by addressing the guiding principles of the
                                                                            across, curriculum, pedagogy, assessment and reporting
                         Inclusive Education Statement (not yet released)

                         Maintain and improve attendance,                   -Monitor attendance of all students, identify students at   Monitor students achievements through
                         retention and achievement of rural                 risk.                                                       assessment, tracking literacy & numeracy
                         students by implementing the Rural and             -Continue programs which improve students learning          progress
                         Remote Framework for Action                        opportunities, including school camps, excursions, Small
                                                                            School Cluster activities days, Transition Programs and     RR levels
                                                                                                                                        Spelling Ages
                                                                            concerts.                                                   Nelson Maths
                        Improve outcomes for gifted students by             -Ensure staff are familiar with framework
                   implementing the Framework for Gifted Education          -Identify students and provide programs as required

                    Develop Education Support Plans for students
                    in the care of the State                                -Ensure staff are aware of process
                                                                            -Identify students and provide plans as required.

                                                 COALSTOUN LAKES STATE SCHOOL STRATEGIC PLAN
Vision: To provide an environment which will be educational and thought provoking for children of all ages. Students, staff and parents work
collaboratively together to provide the best for all stake holders. Integrity and industry are worked towards by all.
 Destination                  Key Strategies                                               Key Actions                             D2010/School Performance Indicators                 2009 Targets
    2010          [What does the school want to achieve?]                       [What will the school need to do?]                 [What will be the indicators of success?]
 Outcomes                                                                                                                                                                              [if applicable]
 Curriculum,             Respond to the recommendations of QCAR          -Review reporting practices and align with                LE 2.1: Parent/student satisfaction that students   95% - Parents
 pedagogy,         Framework                                             recommendations.                                          are getting a good education (S109/110 )            96% students
 assessment and                                                          -Develop a new report card using QCAR Framework           Corporate Data Warehouse
 reporting                                                              -Access relevant training and support for key staff.
                         Implement the KLA syllabuses with a
                         focus on English and Maths                     -All relevant staff to access minimal PD&T
                                                                        -Full implementation of Maths syllabus

                         Develop ICTs as a integral component of        -Access relevant training and support for key staff.       SOS – 100% satisfaction with the use of computer    100% - Parents
                         curriculum, teaching and learning              -Implement ICT Learning Agreement                          technology                                          100% - Students
                                                                        -Purchasing of relevant resources to support integration   Guidelines issued by EQ
                                                                        of ICT’s.
                         Continue the alignment of curriculum,
                         teaching, assessment and reporting in the      -Continuation of Curriculum Framework, focussing on
                         school’s curriculum planning                   alignment, working with other small schools in cluster
                                                                                                                                   Curriculum Framework

                         Provide students with enquiry-based and
                                                                        -Facilitate learning opportunities through Curriculum
                         connected science experiences by
                                                                        Framework units, where identified.
                         implementing Spotlight on Science

                         Respond to the EQ Policy Position for Career   -Develop awareness and inclusion in planning and
                         Education                                      learning activities.

                         Implement responsive curriculum                -Implement & Promote cluster P-3 philosophy, including
                         programs in the early years to promote         curriculum and pedagogy.
                         continuity of teaching and learning                                                                       P-3 Philosopy
                                                                        -Monitor and review transition program for early years
                                                                        -Access relevant PD&T for key staff to ensure successful   Prep Early Learning Records
                                                                        implementation of EYCG.
                         Implementation of the Prep Year in 2007        -Implement and review the Prep year success in our
                                                                        -Continue awareness rasing within school community.

                         Implement the Middle Phase of Learning         -Continue with implementation of Action Plan working
                   Action Plan                                          across cluster schools
                                                                        -Investigate ways to overcome issues relating to           Middle Phase Action Plan
                                                                        transition and continue to participate in programs
                                                                        conducted by Gayndah and Biggenden High Schools

                                                 COALSTOUN LAKES STATE SCHOOL STRATEGIC PLAN
Vision: To provide an environment which will be educational and thought provoking for children of all ages. Students, staff and parents work
collaboratively together to provide the best for all stake holders. Integrity and industry are worked towards by all.
 Destination                    Key Strategies                                             Key Actions                              D2010/School Performance Indicators                     2009 Targets
    2010            [What does the school want to achieve?]                     [What will the school need to do?]                  [What will be the indicators of success?]
 Outcomes                                                                                                                                                                                   [if applicable]
SCHOOLS                   Implement strategies to enable the school     -Continue to conduct:                                       •          SC 3.1: Parent satisfaction that this is a   100% parents
  Innovative and          community to participate in professional             Parent Nights, End of unit celebrations, Open            good school (S100)
  distinctive             dialogue and to share best practice.          days, P&C Meetings, School Newsletters and                  •          Corporate Data Warehouse                     SOS –
  practices                                                                                                                         •          SOS – Monitor satisfaction levels of         S-S148 100%
                                                                        correspondence and Networks
  Productive                                                                                                                            staff, parents and students in regards to           P-S144 100%
  partnerships                                                                                                                          safety and behaviour                                ST-S001 100%
  Safe, tolerant,         Develop strategies to support the             -Continue the cooperative alliances between schools
                                                                        within the district.                                        •          WPH & S meetings
  disciplined             successful transition of students between
                                                                        -Provide opportunities for staff and students to meet       •          Report cards
  learning                the stages of learning.                                                                                   •          Parent teacher interviews
  environments                                                          across schools, and clusters. Such as Small School Sports
  Effective                                                             Days, KLA Days &Transition Days
  planning and                                                          -Local Careers Expo involvement
  processes                                                             Assess school resources, which may assist with building
                          Develop the school as a community asset
                          through Smart Classrooms                      community capacity.

                          Develop and continue relationships with       -Continuation of partnerships including, Adopt-a-Cop,
                          parents, community members, early             School Nurse, North Burnett Health Services, Life
                          education and care service providers,         Education, Coalstoun Lakes Hall Committee and
                          employers and industry groups.                Biggenden Shire Council.

                          Respond to recommendations of the             -Continue to only offer Green Foods in the Tuckshop
                          Healthy Food and Drink Supply Strategy.       Menu
                                                                        -Continue to offer special food days for Amber and Red
                                                                        -Continue to implement fruit / protein / water breaks
                          Implement the Responsible School
                                                                        -Monitor and review the Responsible Behaviour Plan
                          Behaviour Plan that responds to the Code of
                          Behaviour for State Schools

                          Utilise the resources of the National Safe
                          Schools Framework to support behaviour
                          management planning processes and
                          develop the Supportive School Behaviour

                          Develop and implement strategies for risk     -Ensure regular WPH&S meetings and assessment of
                          assessment and WPH&S management               grounds and equipment.

                                                 COALSTOUN LAKES STATE SCHOOL STRATEGIC PLAN
Vision: To provide an environment which will be educational and thought provoking for children of all ages. Students, staff and parents work
collaboratively together to provide the best for all stake holders. Integrity and industry are worked towards by all.
 Destination                    Key Strategies                                              Key Actions                              D2010/School Performance Indicators                2009 Targets
    2010            [What does the school want to achieve?]                      [What will the school need to do?]                  [What will be the indicators of success?]
 Outcomes                                                                                                                                                                               [if applicable]
WORKFORCE                  Provide PD for all staff members              -Implement strategies of PD focussed on key learning        •         WO 1.1: Percentage of school workforce   100%
  Capable and                                                            priorities: Maths, Early & Middle Years including Prep,        engaged in professional development             satisfaction
  flexible                                                               English, ICT’s, Cross Cultural Training & Valuing              activities
  workforce                                                              Diversity.                                                  •         WO 1.2: Staff satisfaction with
  Leadership that                                                                                                                       opportunities to improve their skills (S025)
                                                                         -Alignment of Curriculum, Teaching, Assessment &
  drives                                                                                                                                WO 1.3: Percentage of school grant spent on
  educational                                                            Reporting
  reform                                                                  -Ensure staff are aware of new and current policies           WO 2.1: Percentage of staff satisfied with
  Equitable                                                               which apply to their role.                                    morale in the school
  employment              Celebrate staff achievement through             -Celebrate staff achievement through school newsletter,    Corporate Data Warehouse
  practices          reward and recognition.                              local newspaper, end of unit celebrations and the school
A healthy                                                                 web site.
workforce                 Enable localised learning programs and          -Continue to attend QASSP, Small Schools, Biggenden
                     networks to share effective professional practice    & Burnett Cluster meetings
                                                                         -Ensure on-going training and re-training in required
                                                                         -Identify opportunities to extend and revitalise staff
                                                                         skills to enhance learning outcomes.
                                                                         -Access and/or facilitate relevant and timely PD&T
                                                                         -Implement programs and networks that strengthen the
                           Strengthen leadership and provide             quality of leadership and develop a constructive
                     leadership opportunities for staff members.         organisational climate
                                                                         -Seek networks or opportunities to strengthen
                                                                         leadership qualities across all staffing levels.
                                                                         -Provide opportunities for educational reform through
                                                                         innovative practices