Under the agreement for 2015
Drayton State School will receive
$96,250*
*Estimated on 2014 data. Actual funding will be determined after 2015 enrolment data is finalised.
This funding will be used to
Guarantee that every student will either:
 Achieve NMS in literacy and numeracy for their year level; OR
 Have an evidence based learning plan in place to address their specific learning needs
This funding will be used in 2015 to:
 Increase NMS for all Years 3 and 5 students in ALL NAPLAN DOMAINS to a target of 100%
 Increase NAPLAN targets as per the tables below:
READING
MEAN SCALE SCORE (MSS)
Year 3
Year 5
READING
UPPER TWO BANDS (USB)
Year 3
Year 5
NUMERACY
MEAN SCALE SCORE (MSS)
Year 3
Year 5
NUMERACY
UPPER TWO BANDS (USB)
Year 3
Year 5





FROM (2014)
TO (TARGET 2015)
399
503
427
534
FROM (2014)
TO (TARGET 2015)
42% of students
31% of students
60% of students
50% of students
FROM (2014)
TO (TARGET 2015)
385
486
410
509
FROM (2014)
TO (TARGET 2015)
32% of students
28% of students
50% of students
50% of students
Develop an evidence based plan for every student currently below, or at risk of achieving below, NMS.
Ensure all Diagnostic / PAT Testing has students performing at 2015 DDSW Regional Benchmarks.
Increase the number of students receiving a “C” or better in English and Mathematics to greater than 90%.
Improve teacher capability through focused coaching and professional development to improve student
performance by reducing the numbers of subjects specifically taught by the class teacher, allowing deeper focus on
Literacy and Numeracy.
Reduce the number of students in AEDI data that show as developmentally vulnerable in one or more domains
from 40% to 10%, and those developmentally vulnerable in two or more domains from 25% to 10% by the end of
2015.
Our strategy will be to

Develop and implement systems for short, medium and long term data analysis by teachers to ensure students are
achieving targeted outcomes, and accessing intervention when required. This includes fortnightly data discussions
as P-3 and 4-6 networks of teachers, including outcomes and review of accountabilities.


Develop and deliver whole-school reading and early years programs that strengthen teacher practice and student
outcomes including direct intervention for students who require targeted intervention.
Enhance the pedagogical practice base of all teachers through further development of, and implementation of the
DSS Pedagogical Framework.
This work is underpinned by the following Research and Evidence:
 Darling Downs South West Region (2014) Darling Downs South West Regional Improvement Agenda
 Yeh, S. (2011) Cost-Effectiveness of 22 Approaches for Raising Student Achievement
 Fullan, M. (2011) Choosing the Right Drivers: Building Collective Capacity
 Spillaine, J. (2013) The practice of leading and managing teaching in educational organisations
 Archer, A. & Hughes, C. (2011) Explicit Instruction: Effective and Efficient Teaching
t
Our school will improve student outcomes by
Engaging a 0.4FTE Literacy Coach to work with identified students, and to support teacher
capability in explicit teaching and data based differentiation and intervention through the purchase of
a reading recovery program (such as Mini-Lit), along with running Parent Workshops
$36,650
Engaging a 0.53FTE Teacher to deliver Humanities subject areas allowing the Head of Curriculum
time to prepace curriculum resourcing, and allowing all class teachers more time to focus on
researching strategies and working with the Master Teacher/Administration Team to focus on
elements of Coaching and Feedback in Reading and Numeracy.
$30,000 +
$20,000 from
Unused
Staffing
Allocation
Developing and implementing specific intervention programs based on core fundamental skills in
reading and number, by employing intervention teacher aides to implement specific programs.
$20,000
Engaging with Early Years teachers, teacher aides and external agencies to develop capacity to
teach foundation literacy knowledge and skills including the use of on-entry to Prep Early Start
screener to provide student base-line data and develop individual learning plans / learning goals).
$9,600
Mr Aleksandr Taylor-Gough
Acting Principal
Drayton State School
Dr Jim Watterston
Director-General
Department of Education, Training and
Employment