Setting goals for students

Intenstive supports

The principal supports students to achieve development milestones. This includes the following:

• Meeting with the teacher to discuss groups or individual students not on track. The principal leads this meeting to identify what targeted or intensive supports the student will receive.

• Ensuring the coach implements the ABCD and reviews with the family at the end of each term.

• The principal follows up on student supports and the implementation of the school behaviour management plan to ensure school improvement is happening.

• Completing an ABCD with the family to plan mutual support for the student.

• The principal partners with parents to further identify intensive supports if the student still struggles to meet development milestones after additional targeted support has been organised by the school.

• Recommending retention to any students unable to achieve their development milestones.

• The principal recommends retention when additional intensive support hasn’t given the student enough time to progress.

• Counselling parents if by the end of the intervention year the student is still not on track to achieve their development milestones.

• The principal uses this meeting to suggest further intensive supports for the following year, for example, provide another year of intervention, or retention.

Universal Support

The school sets targets for groups of students who need universal or targeted supports. The principal assists with the following:

• The instruction coach gather intervention resources that are focused on the early years (P-3) to prevent students falling behind grade level.
• The teaching team provide cognitive, social and emotional supports within the classroom.
• The instruction coach to calculate lesson progress required for students to maintain grade level across all academic subjects.
• The ‘Behaviour Management Team’ communicate term targets for each student and year cohort, showing targets to be achieved by teachers and instruction coach.

Students reports

The principal reviews students’ reports each term with their teacher, instruction coach ad community coach to set actions for future improvement. The principal ensures the following:

• Prioritises and allocated additional support and resourcing the teachers of students not on track to achieve their targets.
• The principal leads this meeting to identify what targeted or intensive supports the student will receive.
• Organises student data and shares the ‘Weekly Data Review’ with the school team.
• The instruction coach and community coach use student data to guide weekly teacher training and coaching sessions, and help teachers identify which students require intervention in each classroom.
• Review actions on ‘Teachers’ Development Plan‘.
• Monitors the teaching team’s professional learning schedule.
• The instruction coach and community coach allocate additional time to train, observe and coach teachers of students who require intervention.
• Encourages teachers to meets with students’ parents to share students’ results and engage commitments to support them for the next term.
• The principal monitors outcomes of these meetings to provide further supports and interventions when needed.
• Summarises students’ reports for the ‘CSIP‘ team.
• The principal shares overall data of students’ improvement and achievements with the community forum.