Latest Goals

2009 GOALS

Goal 1: Christian Character Development

Respect across the board – for God, ourselves and others.

Rationale behind the goal:

While Hillview pupils seem to have a high level of respect for their classroom teachers, there have been incidents where the level of respect for ‘alternative’ staff has dropped during lessons. The term ‘alternative’ refers to any person who is not in the role of fulltime homeroom/classroom teacher (including relievers, release teachers, Technology teachers from other schools, teachers of specialist subjects, parent helpers, bus drivers and other members of the community).

As a Christian school it would be an excellent witness to be developing young people who are aware of others as human beings created in God’s image, therefore deserving of respect. This important value would also extend to the management and conservation of equipment and school property.

While the students at Hillview are warm, friendly and high achieving, it would be of benefit to them to lift their level of respect as a student body regardless of whether they are struggling to give their full attention or a unfamiliar teaching approach has been engaged in the class.

Indications for the relevance of this goal:

Informal reports from relievers and teachers of specialist subjects
General comments from homeroom teachers
Personal experience shared from a release and specialist teacher
Observation of broken equipment
‘Hidden’ observation of children interacting with relievers

School-wide Goals

Children will discuss and be able to demonstrate what it means to be respectful to their classroom teachers.
Children will discuss the importance of valuing others first and acknowledging that God has placed teachers/adults in positions of authority.
Children will want to show similar respect for any reliever, release, office personnel or specialist teacher(alternative staff) that may be taking their particular class.
There will be less frequent stories of children not showing respect to teachers in general.

Target

By the end of 2009, Hillview students will have shown an increase in their understanding of the value of respect and this will be evidenced by
A reduction of 30% of incidents, where pupils exhibit negative behaviour with ‘alternative’ staff(other than class
teacher), occurring from May to November,

Programmes to Assist the Achievement of the Target

During whole school focus times such as assemblies, different aspects of the value of respect could be explained, modelled (eg role plays) and discussed in depth.
During our buddy programme different activities could be designed to target an increase in students’ understanding of this value.
A school wide advertising campaign through the newsletter and relevant material placed on notice board where appropriate plus material included with class newsletters.
Consistently remind relievers guidelines of managing behaviour so there is consistency amongst classes.
Christian Living programmes, community times, or when appropriate will be used to reinforce the importance of respect.

Resourcing

cost of publishing material - $300
cost of specialist teacher Philippa McConnell providing resources for teachers - $300
purchase of new resources for Christian Living and class related expenses - $100
cost of visiting speaker(s) - $100

Procedure

In May, we will give out appropriate survey forms to ‘alternative’ staff and ask them to answer honestly the number of negative incidences they observe.

Release teachers/Relieving teachers/Specialist teachers: to complete over a period of a month for each class they teach
Office Staff to complete over a period of two weeks
Parents to complete when on class trips over that period of a month

In November, we will carry out the same exercise and discover if we have a 30% reduction.

Goal 2: Writing Development

Rationale:

In 2008 we aimed for an increase in Written Language and Reading for particular year levels that we had identified “as not achieving as high as may have been expected”. Having analysed the Written Language and STAR Reading results in September 2008, we have not achieved as much progress as had been hoped.

The data is recorded below:

Written Language Spelling Ages

YEAR	2004	2005	2006	2007	2008
YEAR 2	1.7	1.6	1.7	1.9	1.8
YEAR 3	2.2	2.0	1.9	2.2	2.1
YEAR 4	2.6	2.6	2.8	2.7	2.7
YEAR 5	3.4	3.4	3.7	3.3	3.3
YEAR 6	3.5	3.7	3.6	3.7	3.6
YEAR 7	4.3	3.9	4.3	4.3	4.3
YEAR 8	4.6	4.8	4.4	4.9	4.7
YEAR 9	4.6	4.7	5.1	4.8	5.3
YEAR 10		5.0	5.2	5.4	5.2

Reading Stanines (STAR)

YEAR	2005	2006	2007	2008
Year 3	6.7	7.1	6.7	6.7
Year 4	6.6	6.6	7.3	7.2
Year 5	6.2	7.4	6.3	6.9
Year 6	6.8	6.2	6.7	6.3
Year 7	6.2	7.0	6.6	6.8
Year 8	7.2	6.6	7.5	6.9
Year 9	6.7	6.4	6.7	7.0

Therefore, we would like to reset the goal for 2009 and target the following groups:

Target

To lift the standard of written language and reading with Year 7 and 8 classes so the following two goals are met:

The average Written Language level in the 2009 September Survey will lift from 2.1 (2008) to 2.8 (2009) for Year 3, 3.6 (2008) to 4.3(2009) for Year 7 and 4.3 (2008) to 4.9 (2009) for Year 8.
The average reading stanines for the STAR Reading test will lift from 6.7 (2008) to 7.3 (2009) for Year 4, 6.3 to 6.8 for the Year 7 class and from 6.8 to 7.3 for the Year 8 class from September 2008 to September 2009.

Programmes to Assist the Achievement of the Target

support from Margaret Learey, Luke Buxton, Rachel Gardner, Jen Chamberlain, Alan Harrison and Andy Vosslamber(T3/T4) for any teachers who would like assistance with their Written Language programme.
support from management team
professional development in whole school staff meetings through regular feedback from school wide Written Language assessment programme.
use of professionally prepared teacher resources located on Teacher Share to assist teachers with their classroom programme.
extension and remedial programmes run by Jen Chamberlain.

Resourcing

purchase of new resources - $500
cost of release for lead teachers to assist others - $2000
cost of using specialist teachers - $2000

Procedure

Data will be collected in 2009 September Survey and this will be compared with the data collected from the 2008 September Survey,

Goal 3: Listening Comprehension

Rationale

The 2008 PAT results below suggest that in the last 3 years, as a whole school, we have plateaued in our listening skills. For example, the average Listening Comprehension stanine from 2006-2008 was 5.9(67th percentile). Admittedly this is well above what you would expect from a Decile 6 school. However, since we believe that “sharp” listening skills is an essential educational ingredient to a positive future we would like to see whether we can lift this achievement even higher.

School-Wide Performance (as at 31 March 2009)

Standardised Class Percentiles	Reading Vocabulary	Reading Comprehension	Listening Comprehension	Mathemetics
2000	56	57	62	60
2001	57	58	63	60
2002	58	60	63	64
2003	61	62	64	62
2004	61	62	64	62
2005	63	63	66	64
2006	65	66	67	5.6 (61)
2007	65	65	67	5.9 (67)
2008	6.0 (69)	6.2 (72)	5.9 (67)	5.9 (67)
2009	5.9 (67)	6.1 (70)	5.9 (67)	5.6 (61)

Target

To lift the school wide Listening Comprehension average stanine from 5.9 (67th percentile) March 2008 to 6.2 (72nd percentile) in March 2010.

Programmes to Assist the Achievement of the Target

support from management team
professional development in whole school staff meetings through sharing of excellent ideas/activities that assist with sharpening the pupil’s listening. Placing these on Teacher Share to assist teachers reaching this target.
staff development by Jen Chamberlain, Andy Vosslamber and Alan Harrison through effective strategies that promote listening in class.
reinforcement of these strategies by management

Resourcing

purchase of new resources or creation of new resources - $500
cost of release for lead teachers to assist others - $2000

Procedure

Data will be collected in 2009 PAT assessment and this will be compared with the data collected from the 2010 PAT assessment.